The use of dramatization as a didactic strategy to strengthen reading comprehension

Abstract

This article analyzes dramatic pedagogy as an innovative teaching strategy to strengthen reading comprehension in students at the elementary level of Basic General Education (EGB), considering that at this level there is a deficit in reading comprehension, particularly at the literal and inferential levels, as well as a limited use of motivating teaching strategies that promote meaningful learning. At this educational stage, students are in the early development of reading skills, making it essential to implement active methodologies that enhance their interest and participation. The study is based on constructivist and sociocultural learning approaches, incorporating recent contributions since 2023 regarding the use of educational theater in school contexts. Methodologically, a qualitative descriptive approach is adopted, based on the observation of dramatization activities such as dramatized reading, role-playing, and the representation of children's stories. The results show that dramatization contributes to the development of literal and inferential reading comprehension, improves oral expression, and strengthens socio-emotional skills such as empathy, cooperation, and confidence in participation. It is concluded that dramatic pedagogy is an effective tool to transform reading instruction at the elementary level, promoting dynamic, participatory, and contextualized learning experiences that support students’ holistic development.