Management of the teaching-learning process for reading comprehension in elementary school students

In this article, the authors propose a reflection on several aspects that mark the process that projects to raise the understanding of knowledge about the teaching-learning process and reading comprehension in students, constituting a referential framework that offers ways, through which students teachers can strengthen their skills in the application of successful methodologies and pedagogies that have as a goal; boys and girls with good academic performance, better and pertinent learning, and development of the culture of the habit of reading as a source of intellectual growth. Carried out under a documentary analysis where authors such as: Borjas (2004), Alvarado (2016), MEN (2011), Narvaez ( 2017), among others, and a synthesis of the systematization of the experience were handled, with an argumentative analysis carried out under the collection of other research and texts in the area, fundamental for the production of the writing. In this sense, the importance of the role played by the teacher in the classroom is highlighted by ensuring that the student learns and develops reading strategies, so that he is formed as a critical, autonomous and participatory reader, requiring this promotion by the teacher. The teaching of reading as part of the teacher's management is important since it promotes skills to understand a text by students.