Unidad didáctica para el proceso de comprensión lectora a partir de la gamificación, el paso del nivel literal al nivel inferencial en niños de grado quinto

Abstract

One of the primary needs that have been arising in the educational field and in general in the XXI century society is to train students with reflective, analytical, autonomous, and critical thinking; with the ability to infer, to obtain logical reasoning so that they can be able to understand various situations that arise in everyday life, having the ability to make choices consciously and autonomously that allow them to understand the world, thus finding a space of autonomy in society. All this can be achieved if educational institutions increasingly strengthen the habit of reading and the appropriate process of accompaniment in their understanding and interaction, through the improvement of reading levels and especially, from literal to inferential in students from early childhood, through basic and middle education, developing exercises and didactic practices through gamification as an articulating axis in the design and application of a didactic unit that allows showing this scope, because through this tool you can work various concepts such as reading, analysis, comprehension and interpretation, which can improve in a transcendental way the levels of critical thinking of the students.