Incidence of reading comprehension strategies in the critical analysis of argumentative texts in secondary education

Abstract

One of the main problems of the modern educational process is the limited development of critical thinking skills in students when analyzing argumentative texts. This is due to the insufficient application of reading strategies aimed at deep comprehension and interpretation of information. In an ever-evolving society, students must be able to distinguish facts from opinions, evaluate the credibility of sources, and formulate their own arguments. In Nicaragua, the educational model focuses on the development of students' competencies. Therefore, the subject of Language and Literature is considered interdisciplinary and key to the development of the four macro competencies: speaking, listening, reading, and writing. To this effect, the program involves a communicative-functional approach that promotes active, critical, and creative learning. It emphasizes the importance of using techniques and resources that promote the development of critical analysis. Accordingly, students should be able to identify arguments, logical connections and the author's intentions. Therefore, the incidence of these strategies favors the protagonists in acquiring active, dynamic and efficient learning for the production and interpretation of texts and the fluid development of ideas to communicate in different fields and situations in daily life.