The Use of Didactic Sequences for Developing Reading Comprehension Abilities

Abstract

The objective of this study was to create and implement a sequence of structured didactic lesson plans to enhance inferential reading comprehension skills among students in a Diversified Education setting (Grades 10-11) within the formal Costa Rican Public School System. The study used a qualitative, descriptive methodology executed in three phases: Initial Diagnostic Assessment, Execution of the Didactic Sequence and Results Analysis. The participants consisted of 24 eleventh-grade students enrolled in the 2023 academic year at a private Catholic day school in the San José Norte Regional Office. A diagnostic assessment revealed that the majority of students faced difficulties in reading comprehension, mostly focusing on a literal understanding of the text with restricted capacities to make inferences and draw conclusions from their reading. After engaging the students in a stimulating  interactive didactic sequence, it was observed that their inferential skills improved significantly.  The study concluded that inferential reading comprehension among secondary school students, could be greatly enhanced through targeted and carefully planned teaching sequences. It would be advisable, however, that students select texts that align with their interests and preferences to increase reading motivation and engagement. Further study is also recommended in order to examine how these didactic strategies work in different educational contexts. Continuous professional training for teachers in how to use these teaching strategies effectively is also necessary.