MODELO DE ESTRATEGIAS DIDÁCTICAS PARA MEJORAR LA COMPRENSIÓN LECTORA EN NIÑOS (AS) DE 05 AÑOS, DE PRONOEI-PERÚ

The objective of the research was to propose a model of “grandparents” didactic strategies, which improves the reading comprehension of 05-year-old children in PRONOEI. The methodology used was basic type, descriptive, proactive design. For the diagnosis, a validated questionnaire with KR-20>0.7 was used. For the analysis and identification of models, the literature review on didactic strategies and reading comprehension was used, with search engines: Scielo, Dialnet, La reference, Redalyc, Latindex, academic google. The result was the model of didactic strategy with theoretical bases: Constructivism, meaningful, cognitive learning, approach by competencies and levels of reading comprehension, stories and legends originating in the community are used, community promoters apply commented, modeled and dramatized reading., with cognitive, metacognitive and resource management strategies. Concluding that the didactic strategy model should be applied to improve reading comprehension at a literal, inferential and criterial level.