127

Revista Digital de Investigación y Postgrado, 6(11), 127-141

ISSN electrónico: 2665-038X

Reading for understanding: The impact of

narrative texts in primary education

Leer para comprender: el impacto de los textos

narrativos en la educación primaria

How to cite: Leal, S. A. J., Aviles, R. A. & Villalobos, F. L. (2025). Reading for understanding: The impact

of narrative texts in primary education. Revista Digital de Investigación y Postgrado, 6(11), 127-141.

https://doi.org/10.59654/z5shzw95

Adalegnis Avilés Rangel

https://orcid.org/0000-0002-6345-8321

Maracaibo, Zulia state / Venezuela

* Master's student in Educational Research, Universidad Pedagógica Experimental Libertador (UPEL), Venezuela.

Diploma in University Teaching, Instituto Universitario Adventista de Venezuela. Bachelor's in Social Communication,

Specialization in Audiovisual Journalism, Universidad del Zulia (LUZ), Venezuela. Professor, Universidad Pedagógica

Experimental Libertador, Maracaibo – Venezuela. Contact Email: alexdrjls@gmail.com

** Doctor in Educational, Universidad Pedagógica Experimental Libertador (UPEL), Venezuela. Master's in Educa-

tional Informatics, Universidad Rafael Belloso Chacín (URBE), Venezuela. Bachelor's in Basic Education with an Emp-

hasis on Natural Sciences and Environmental Education, Universidad de Pamplona, Colombia. Bachelor's in Basic

Education with an Emphasis on Natural Sciences and Environmental Education. Professor Researcher Universidad

Metropolitana de Ciencia y Tecnología, UMECIT, Panamá city - Panamá. Contact Email: adaviles33@gmail.com

*** Doctor in Educational Sciences, Universidad Fermín Toro - (UFT). Master's in University Education, Specialization in

Higher Education, UFT. Specialist in Research Methodology, Universidad Rafael Urdaneta (URU – Venezuela). Bachelor's

in Education, Specialization in Language and Literature, Universidad Católica Cecilio Acosta (UNICA – Venezuela). Pro-

fessor, Universidad Pedagógica Experimental Libertador, Maracaibo – Venezuela. Contact Email: lizvilfer69@gmail.com

Alexander Javier Leal Sulbarán

https://orcid.org/0000-0002-8356-4746

Maracaibo, Zulia state / Venezuela

Lisbeth Villalobos Fernández**

https://orcid.org/0009-0006-9873-0993

Maracaibo, Zulia state / Venezuela

Recibido: July / 17 / 2024 Accepted: August / 30 / 2024

https://doi.org/10.59654/z5shzw95

Abstract

The objective of the study was to analyze the impact of narrative texts on reading comprehen-

sion in primary school students. The methodology adopted was documentary in nature, where

30 documents related to reading were analyzed. The study explored the connections between

pleasurable reading and comprehension, identified both internal and external difficulties affec-

ting reading, and evaluated the benefits of narrative texts.The results highlight the importance

of narrative texts in the development of reading comprehension and suggest effective strategies

for its improvement. It was concluded that reading comprehension in students is positively in-

fluenced by exposure to narrative texts, which foster imagination, enrich vocabulary, promote

empathy, and stimulate critical thinking. Additionally, various internal and external difficulties

that affect reading comprehension were identified, such as lack of motivation, cognitive diffi-

culties, and a low vocabulary level.

Keywords: Reading comprehension, reading difficulties, primary education, narrative texts.

Resumen

El objetivo del estudio fue analizar el impacto de los textos narrativos en la comprensión lectora

en estudiantes de educación primaria. La metodología adoptada fue documental, en la que se

analizaron 30 documentos sobre la lectura, se exploraron las conexiones entre la lectura pla-

centera y la comprensión lectora, se identificaron las dificultades internas y externas que afectan

la lectura, y se evaluaron los beneficios de los textos narrativos. Los resultados subrayan la im-

portancia de los textos narrativos en el desarrollo de la comprensión lectora y sugieren estra-

tegias efectivas para su mejora. Concluyendo que la comprensión lectora en estudiantes se ve

positivamente influenciada por la exposición a textos narrativos, los cuales fomentan la imagi-

nación, enriquecen el vocabulario, promueven la empatía y estimulan el pensamiento crítico.

Además, se identificaron diversas dificultades internas y externas que afectan la comprensión

lectora, como la falta de motivación, dificultades cognitivas y un bajo nivel de vocabulario.

Palabras clave: comprensión lectora, dificultades lectoras, educación primaria, textos narrativos.

Introduction

In 21st-century educational management, teachers must promote comprehensive reading in

primary education through innovative strategies and digital tools, creating a dynamic environ-

ment. Comprehensive reading facilitates intellectual and personal development by providing

access to information and fostering critical thinking. According to Acosta & Barreto (2023), mo-

dern educational management should focus on applying strategies to cultivate a love for re-

ading, leveraging digital technologies that enhance comprehension through interactive and

multimedia texts. Additionally, it is necessary to provide teacher training in educational techno-

logy. Collaborating with teachers, families, and the community is key to creating an educational

environment that promotes comprehensive reading and develops competent and passionate

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Revista Digital de Investigación y Postgrado, 6(11), 127-141

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Reading for understanding: The impact of narrative texts in primary education

readers in primary education.

Reading is fundamental for the holistic development of children, providing them with access to

knowledge, expanding their vocabulary, fostering their imagination and critical thinking, and

promoting their participation in society. In this regard, Rivera et al. (2023) state that, in primary

education, reading comprehension becomes essential, as children must acquire the ability to

read fluently and comprehensively to handle the variety of texts in their academic and personal

lives.

According to Palma (2023), narrative texts, such as stories, fables, legends, myths, and novels,

play a fundamental role in this process. These texts allow children to develop their imagination

by transporting them to fantastical worlds, foster empathy by understanding the emotions and

motivations of characters, learn about different cultures and values, enrich their vocabulary, and

enhance their critical thinking by reflecting on the actions and values conveyed in the stories.

According to Paredes & Paredes (2023), to promote reading comprehension through narrative

texts, various strategies can be employed, such as reading aloud, formulating questions and

answers, conducting reading comprehension activities, and encouraging primary students to

create their own narrative texts.

These approaches suggest that narrative texts are a powerful tool for developing reading com-

prehension in primary education. According to Puche & Acosta (2024), it is essential for educators

to implement varied strategies to maximize the benefits these texts offer, providing children with

the opportunity to enjoy a wide range of stories that enrich their reading experience.

Furthermore, the researchers’ experience indicates that among the difficulties observed in

primary students with poor reading comprehension are manifested in various ways and can

be evidenced through different indicators, one of the most apparent being difficulty unders-

tanding the meaning of words and phrases they read, which is reflected in slow and choppy

reading. Additionally, these children often struggle to make connections between ideas pre-

sented in the text, which prevents them from understanding the plot or the overall message

of the story.

In this sense, Leal (2023) states that among the difficulties caused by poor reading comprehen-

sion is the inability to extract relevant information from texts. Students may have problems iden-

tifying main ideas, important details, or cause-and-effect relationships within the narrative.

According to Blanco & Acosta (2023), this translates into a lack of deep understanding of what

they are reading and an inability to apply the acquired knowledge to other situations.

Additionally, Maina & Papalini (2023) argue that the lack of reading comprehension in primary

school children may be related to difficulties in language development, deficits in cognitive skills

such as memory or attention, or even environmental factors like the lack of support at home

or in school. It is important to address these difficulties comprehensively by providing persona-

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Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

lized interventions that help children develop the necessary skills to understand and enjoy re-

ading.Finally, the study focused on analyzing the classical theories proposed about reading, es-

tablishing the connections between pleasurable reading (narratives) and reading comprehension

in primary students, uncovering the difficulties that students face while reading, categorized as

internal and external, and determining the benefits of narrative texts for improving reading skills.

Methodology

The study was of a documentary type, which, according to Díaz (2011), is defined as a process

of collecting, analyzing, and synthesizing information from written and audiovisual sources. A

total of 30 documents were reviewed, including scientific articles, books, and postgraduate and

doctoral theses. The currency of the documents was not considered, as the scope of the review

extended from classical theoretical propositions to the most recent research.

Techniques such as bibliographic review and content analysis were used to investigate how na-

rrative texts improve reading comprehension in primary students. These techniques allowed

for the identification of key patterns in the literature, revealing that narrative texts enrich voca-

bulary, stimulate critical thinking, and foster empathy.

Instruments such as bibliographic cards and summary cards facilitated the organization and

synthesis of information, ensuring a solid foundation for analysis and conclusions. The study

concluded that exposure to narrative texts is essential for improving reading comprehension in

students, providing an effective framework for developing cognitive and emotional skills in pri-

mary education.

Results

The findings from the documentary review provide a detailed and structured view of the different

dimensions and relevant aspects of the study topic. These categories are the result of a thorough

analysis of existing literature, allowing for the identification and classification of the main elements

influencing the studied phenomenon. Through this process, a deeper and more comprehensive

understanding of the factors, concepts, and relationships involved in reading comprehension and

the use of narrative texts in primary education is achievedle.

Table 1

Classics of theoretical propositions on reading

Author Year Postulates Analysis

Emilia

Ferreiro 2016

Reading and writing are construc-

tive processes that children engage

in based on their prior knowledge

and interaction with their environ-

ment.

Ferreiro highlights the role of constructivist prin-

ciples in literacy development, stressing how

prior knowledge and social experiences shape

children's reading and writing skills. His ap-

proach has significantly influenced literacy tea-

ching practices in primary education.

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Note: Own elaboration (2024)..

The consulted authors agree that reading is a complex process involving the interaction of va-

rious factors. However, each author offers a different perspective on the reading process. Ferreiro

and Smith focus on the role of the reader in constructing the meaning of the text. Solé proposes

a model that considers the characteristics of the text, the reader's skills, and the context.

De Certeau views reading as a creative activity. Meanwhile, Bruner emphasizes the importance

of the reader's engagement in the learning process. In summary, the ideas of these authors

provide a comprehensive view of the reading process and offer a solid foundation for teaching

reading in primary education.

Table 2

Links between pleasurable reading (narratives) and reading comprehension in primary school

students.

Reading for understanding: The impact of narrative texts in primary education

Frank

Smith 1990

Reading is a process of prediction

and verification. Readers use their

prior knowledge to predict what

they are going to read and then

check their predictions as they pro-

gress through the text.

Smith emphasizes the active role of the reader

in the reading process. His theory has contribu-

ted to the understanding of how readers cons-

truct the meaning of the text.

Isabel Solé 1992

Reading comprehension is a com-

plex process that involves the inte-

raction of three levels: the text, the

reader, and the context.

Solé proposes a model of reading comprehen-

sion that takes into account the characteristics of

the text, the reader's skills, and the context in

which reading occurs. His model has been useful

for understanding the factors that influence re-

ading comprehension..

Michel

Certeaul 2008

Reading is a creative activity in

which the reader constructs their

own meaning from the text.

De Certeau conceives of reading as a process of

meaning-making. His approach has contributed

to the understanding of reading as a critical and

creative activity.

Jerome

Bruner 2003

Reading is a form of discovery-

based learning. Readers learn by in-

teracting with the text and

constructing their own understan-

ding of it.

Bruner emphasizes the importance of the re-

ader's participation in the learning process. His

theory has contributed to the development of

teaching strategies that promote reading com-

prehension.

Author Year Postulates Analysis

Jeanne

Chall 1983

Pleasurable reading is an important

factor in the development of re-

ading proficiency. Children who

read for pleasure are more likely to

develop stronger reading compre-

hension skills.

Chall was one of the first researchers to high-

light the importance of pleasurable reading for

reading comprehension. Her research has de-

monstrated that children who read for pleasure

have larger vocabularies, better decoding skills,

and a deeper understanding of the text.

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Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

Note: Own elaboration (2024).

The consulted authors converge on the idea that pleasurable reading has a significant influence

on the development of reading proficiency in primary education students. This practice not only

involves an act of enjoyment but also carries a range of tangible benefits for the holistic deve-

lopment of the individual in the reading domain. As children immerse themselves in pleasure

reading, they have the opportunity to naturally expand their vocabulary by encountering new

words in meaningful and engaging contexts.

Additionally, this experience helps improve their decoding skills by exposing them to a variety

of texts and literary styles, which strengthens their overall comprehension of the text and their

ability to extract meaning from what they read. This approach also promotes smoother reading

fluency and a more agile reading pace, as children are more engaged and motivated when

they enjoy what they are reading.

Furthermore, fostering a positive attitude towards reading from an early age can have a sig-

nificant impact on long-term academic performance. Students who enjoy reading tend to

dedicate more time and effort to this activity, which, in turn, reinforces and consolidates their

reading skills. In short, pleasurable reading is not only a recreational activity but also a po-

werful tool for the growth and holistic development of students in the realm of reading pro-

ficiency.

Stephen

Krashen 2013

Free reading is essential for language ac-

quisition and the development of reading

proficiency. Children who read for plea-

sure are more likely to develop greater

fluency and deeper reading comprehen-

sion.

Krashen is a proponent of free reading and

argues that children learn to read better

when they engage with material that inte-

rests and motivates them. His theory has

contributed to the development of reading

programs that promote pleasure reading in

schools.

Isabel

Solé 1992

Pleasure reading is a powerful tool for

promoting reading and improving re-

ading comprehension. Children who read

for pleasure are more likely to develop a

positive attitude towards reading and be-

come independent readers.

Solé has developed a reading comprehen-

sion model that includes motivation as an

important factor. His model has contributed

to understanding how pleasure reading can

enhance reading comprehension.

Richard

Allington 2006

Pleasure reading is a key factor for aca-

demic success. Children who read for en-

joyment are more likely to achieve better

results on academic performance tests.

Allington has conducted research demons-

trating that pleasure reading is linked to

better academic performance across va-

rious subjects. His research has contributed

to the promotion of pleasure reading as a

tool for enhancing learning in schools.

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Table 3

Benefits of narrative texts

Note: Own elaboration (2024).

Table 3 presented offers a holistic and detailed understanding of how narrative texts positively

impact reading comprehension in primary school students. By supporting each benefit with re-

levant theories from the educational and psychological fields, it provides a solid foundation for

understanding the underlying mechanisms behind these advantages.

From information processing theory to a focus on socio-emotional and cognitive development,

it explores how exposure to narrative texts facilitates the mental organization of information,

promotes empathy, enriches vocabulary, stimulates critical thinking, and fosters creativity. Mo-

reover, the detailed analysis highlights how these benefits translate into educational practice,

Reading for understanding: The impact of narrative texts in primary education

Benefits Relevant theory Analysis

Development of

story comprehen-

sion

According to information processing

theory, narrative texts provide a clear

structure that helps students organize and

retain information, facilitating their unders-

tanding of the story.

Narrative texts allow students to practice

identifying narrative structure, predicting

events, and understanding cause-and-effect

relationships, which enhances their ability to

comprehend and retain information.

Empathy and

understanding of

characters

From a socio-emotional development

perspective, exposure to complex charac-

ters in narrative texts allows students to

practice empathy and understand the

emotions and motivations of others.

By understanding the experiences and pers-

pectives of characters in narrative texts, stu-

dents develop skills to infer mental states and

better comprehend the complexities of

human relationships, which fosters empathy

and emotional awareness.

Vocabulary

enrichment

Language processing theory suggests that

exposure to a wide variety of words in

meaningful contexts facilitates the learning

and retention of new words, which enri-

ches students' vocabulary.

Narrative texts provide a wealth of vocabu-

lary that challenges students to infer the

meaning of unfamiliar words from context,

thereby expanding their lexical repertoire

and improving their overall comprehension

of the texts.

Promotion of

critical thinking

According to cognitive development

theory, narrative texts stimulate critical

thinking by encouraging students to reflect

on the characters' decisions, moral dilem-

mas, and the underlying themes of the

story.

By analyzing key elements of narrative texts,

such as conflicts, characters, and themes,

students develop skills to evaluate informa-

tion, make connections between ideas, and

form their own opinions, which strengthens

their critical thinking and analytical abilities.

Stimulation of ima-

gination

From the perspective of cognitive develop-

ment theory, narrative texts foster imagi-

nation and creativity by offering fictional

worlds and vivid characters that spark stu-

dents' curiosity and interest.

As they immerse themselves in the stories

and characters of narrative texts, students

develop skills to visualize scenarios, antici-

pate events, and create connections between

fiction and their own experiences, which sti-

mulates their imagination and creativity.

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Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

showing how students develop reading comprehension skills as they engage with narrative texts

in the classroom, which in turn influences their academic performance and appreciation for re-

ading.

Table 4

Difficulties in schoolchildren’s reading, classified as internal and external

Note: Own elaboration (2024).

Table 4 provides an overview of the possible difficulties that students may face in their reading

process, addressing both internal challenges and those arising from the school environment

and pedagogical strategies used. When considering internal difficulties, obstacles that students

themselves may experience are examined, such as difficulties in word decoding, lack of reading

fluency, comprehension problems, as well as limitations in vocabulary and prior knowledge.

These internal difficulties can be influenced by individual factors, such as cognitive ability, prior

learning experiences, and the emotional development of students.

On the other hand, when exploring external difficulties, challenges arising from the school en-

vironment and pedagogical strategies employed are analyzed, such as the lack of adequate

educational resources, the quality of the curriculum and instruction, as well as the lack of support

and motivation from educators. These external difficulties can have a significant impact on the

reading learning process, influencing students' motivation, engagement, and academic perfor-

mance. Together, this comprehensive analysis provides a deep understanding of the various fac-

tors that can affect students' reading abilities and highlights the importance of addressing both

internal and external aspects to promote effective reading development.

Type of difficulty Description

Internal

Lack of motivation Lack of interest in reading, lack of emotional connection with the content, per-

ception of reading as a boring or irrelevant task.

Cognitive difficulties Attention, memory, linguistic processing, or decoding skill problems that hin-

der text comprehension.

Low vocabulary level Limitations in knowledge and understanding of words, which hinder overall

comprehension of the text and the inference of meanings.

Emotional difficulties Stress, anxiety, or insecurity that can affect concentration and comprehension

during reading.

External

School environment Lack of access to appropriate reading materials, an unstimulating learning en-

vironment, or lack of support and motivation from teachers.

Pedagogical strategies Inadequate teaching approaches, lack of diversification in teaching methods,

absence of activities that promote reading comprehension.

Type of reading Inappropriate texts for students' reading competence level, lack of variety in

genres and topics, excessive reading material.

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Discussion

When reviewing the theories that frame the object of study and the elements connected to it,

an initial explanation is provided on how the classical theories on reading contribute to esta-

blishing appropriate strategies using narrative texts to improve reading comprehension. In this

regard, Ferreiro (2016), known for her research on literacy processes and the acquisition of writ-

ten language in children, presents her ideas on the construction of knowledge and reading

comprehension as an active and constructive process. These ideas inform strategies that en-

courage student participation in meaning-making from narrative texts.

Meanwhile, Smith (1990), recognized for his theory on the natural learning process of reading,

highlights the importance of immersion in meaningful texts and learning through understanding,

rather than memorization or decoding. He proposes strategies focused on exposing students

to a wide variety of significant narrative texts and developing deep comprehension skills.

Similarly, Solé (1992), who has extensively researched teaching reading comprehension and

constructing meaning from texts, suggests that her ideas on teaching through metacognitive

strategies, such as self-regulation and monitoring, can be useful in designing activities that help

students reflect on their comprehension and employ effective strategies while reading narrative

texts.

For his part, de Certeau (2008), focusing on cultural theory and everyday practice, offers ideas

on interpretation and appropriation of texts, which can be relevant to reading comprehension.

His concepts of reading as a creative activity and the reader's reinterpretation of texts can inspire

teaching approaches that promote active interpretation and personal connection with narrative

texts.

Bruner’s (2003) analysis has significantly contributed to the field of cognitive psychology and

education, emphasizing the importance of narrative in learning and understanding. His theories

on narrative structure and the role of narrative in meaning-making can inform strategies that

utilize narrative texts to facilitate comprehension, such as modeling narrative structure and

analyzing key elements of a story.

When addressing the links between pleasurable reading (narratives) and reading comprehension

in primary school students, Chall (1983) emphasized the importance of intrinsic motivation in

reading and how the enjoyment of reading can drive readers' engagement and interest. Thus,

pleasurable reading fosters a conducive environment for practice and exposure to a variety of

texts, which contributes to improved reading comprehension through increased fluency and

familiarity with different writing styles and genres.

Likewise, Krashen (2013) proposed his theory of comprehensible input, which holds that readers

improve their comprehension and acquisition of language skills when they engage with texts

that are both interesting and understandable to them. In this way, pleasurable reading provides

Reading for understanding: The impact of narrative texts in primary education

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Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

a meaningful and relevant reading experience for readers, enhancing their motivation and fa-

cilitating comprehension while expanding their vocabulary and language knowledge.

For Solé (1992), it is important to create a pleasant and motivating reading environment in the

classroom to promote reading comprehension. Pleasurable reading is based on personal choice

of texts and the freedom to explore different topics and genres, which can boost readers' self-

esteem and willingness to engage with reading, ultimately improving their comprehension.

Allington (2006), on the other hand, highlighted the relationship between the amount of reading

and reading comprehension, arguing that students who read more tend to better understand

what they read. Therefore, pleasurable reading promotes a positive attitude toward reading

and the willingness to read regularly outside school hours, increasing exposure to different types

of texts and strengthening comprehension skills over time.

Referring to the benefits of narrative texts in fostering reading comprehension, Ccoa (2023) sta-

tes that the development of story comprehension is fundamental for reading comprehension,

as it involves the ability to understand the sequence of events, identify characters, understand

their motivations, and anticipate outcomes. Ascencio, Gonzales, Ibañez & Ascencio (2023) argue

that by being exposed to narrative texts, students practice identifying narrative structure, im-

proving their ability to organize and retain information. Furthermore, familiarity with different

types of plots and narrative structures helps them anticipate events and understand cause-

effect relationships, contributing to a deeper understanding of the story as a whole.

Regarding empathy and understanding of characters, Acosta (2024) points out that it is impor-

tant for teachers to foster empathy in students, as these are fundamental aspects of reading

comprehension, allowing students to emotionally connect with the story and understand the

motivations and emotions of the characters. In this regard, Bort & Gil (2023) suggest that when

exposed to complex characters in narrative texts, students practice empathy by putting them-

selves in the characters' shoes and understanding their experiences and viewpoints. This skill

not only improves comprehension of the story but also fosters emotional awareness and

strengthens social and relational skills.

Additionally, when analyzing vocabulary enrichment, Rivera et al. (2023) consider this element

decisive for reading comprehension, as a wide range of words facilitates understanding of com-

plex texts and recognition of implicit meanings. Therefore, Ccoyo & Turpo (2023) emphasize

that by exposing students to a variety of words in meaningful contexts through narrative texts,

they improve their vocabulary by deducing the meaning of unknown words from the context.

This, according to Cieza (2023), strengthens their ability to understand and retain information,

as well as express themselves more precisely and effectively, both orally and in writing.

Regarding the promotion of critical thinking, Leal (2023) states that it is important for reading

comprehension as it involves the ability to analyze, evaluate, and question the information pre-

sented in the text. Hence, according to Chacaguasa & Larreal (2023), by interacting with the

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fundamental elements of narrative texts, such as conflicts, characters, and themes, students de-

velop skills to evaluate information, make connections between ideas, and form their own opi-

nions. This strengthens their ability to think critically and analytically, which improves their

understanding of complex texts and their capacity to apply critical thinking in other areas of

life.

As for the benefits of narrative texts for improving students' reading comprehension, Quezada,

Aravena, Maldonado & Coloma (2023) consider that stimulating the imagination is fundamental

for reading comprehension, as it involves the ability to visualize scenarios, anticipate events,

and create connections between fiction and reality. In this regard, Ccoyo & Turpo (2023) explain

that by immersing themselves in the stories and characters of narrative texts, students develop

the ability to imagine situations and events, which helps them comprehend and remember the

information presented in the text. This not only enhances reading comprehension but also sti-

mulates creativity and abstract thinking.

Similarly, when addressing the reading difficulties faced by students, classified as internal and

external, starting with those related to students (internal), Herrera & Villafuerte (2023) point out

that these are connected to a lack of motivation, which can inhibit the student’s interest and

engagement with reading, hindering the development of comprehension skills. Therefore, re-

cognizing this difficulty allows for the implementation of strategies using interesting and relevant

narrative texts to increase the student’s intrinsic motivation and foster a pleasant learning envi-

ronment.

According to Acosta (2023), cognitive difficulties, such as problems with attention or memory,

can affect a student’s ability to process and comprehend the information they read. In this re-

gard, Juana & Mateo (2023) argue that by acknowledging these difficulties, narrative texts with

clear and coherent structures can be employed to facilitate comprehension and reduce the

cognitive load on the student.

For Chacaguasa & Larreal (2023), a low level of vocabulary can limit the understanding of com-

plex texts. Therefore, using narrative texts rich in vocabulary and providing activities that foster

the expansion of the student’s lexicon help overcome this difficulty while also strengthening re-

ading comprehension.

Additionally, according to Acosta & Blanco (2022), emotional difficulties, such as stress or anxiety,

can interfere with a student’s ability to concentrate and understand what they read. Incorpora-

ting narrative texts that address relevant emotional topics and providing a supportive emotional

environment can help students feel more comfortable and engaged with reading.

Regarding external difficulties, Juana & Mateo (2023) indicate that the school environment can

influence reading comprehension through factors such as the availability of resources, the sup-

port from teaching staff, and the reading culture in the classroom. This suggests that recognizing

the importance of the school environment allows for measures to be implemented that create

Reading for understanding: The impact of narrative texts in primary education

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Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

a conducive atmosphere for reading comprehension, including the use of narrative texts that

reflect the diversity and interests of students.

Additionally, pedagogical strategies used by teachers present challenges, as they can signifi-

cantly affect students' reading comprehension. Incorporating narrative texts into the curriculum

and using pedagogical approaches that encourage participation, reflection, and discussion

about the texts can improve both comprehension and enjoyment of reading. Ascencio et al.

(2023) argue that the type of reading selected can influence students' comprehension and in-

terest. Meanwhile, Paredes & Paredes (2023) suggest that by choosing narrative texts appro-

priate for the student's skill level and interests, comprehension difficulties can be overcome,

promoting a rich and meaningful reading experience.

In this regard, Bruner (2018) asserts that narrative texts play a fundamental role in enhancing

reading comprehension in primary school students by offering a rich and immersive reading

experience. These texts present stories that capture readers' imaginations, transporting them

to fictional worlds where they can explore diverse situations, characters, and settings.

Moreover, Bruner (2015) believes that by immersing themselves in these narratives, students

not only improve their ability to comprehend the literal meaning of what they read, but also

develop more advanced comprehension skills, such as inference, prediction, and interpretation.

The structure of narrative texts, which often includes an introduction, a development, and a

conclusion, provides students with a clear framework for following the sequence of events and

understanding their relationships.

Finally, narrative texts provide primary school students with an effective platform to enhance

their reading comprehension by offering an engaging and meaningful reading experience that

fosters the development of key cognitive and emotional skills.

Conclusions

Analyzing the classic theories proposed on reading reveals that the classic theories suggested

by prominent researchers such as Emilia Ferreiro, Frank Smith, Isabel Solé, Michel de Certeau,

and Jerome Bruner provide a deep understanding of the theoretical foundations underpinning

the reading process. These authors offer a variety of perspectives addressing important aspects

of reading development, such as language acquisition, text comprehension, and meaning for-

mation. Their theoretical contributions are fundamental to understanding how students cons-

truct meaning from the texts they read and how educators can design effective strategies to

promote reading comprehension in the classroom.

Regarding the links between pleasurable reading and reading comprehension in primary stu-

dents, the results show a direct connection between pleasurable reading, especially through

narrative texts, and the improvement of reading comprehension in primary students. In this

sense, authors such as Jeanne Chall, Stephen Krashen, Isabel Solé, and Richard Allington have

Revista Digital de Investigación y Postgrado, 6(11), 127-141

Electronic ISSN: 2665-038X

139

highlighted how reading for pleasure not only increases motivation and interest in reading but

also strengthens comprehension skills, vocabulary, and reading fluency. These findings unders-

core the importance of promoting positive and engaging reading experiences in the school

environment to cultivate competent and passionate readers.

Regarding the identification and understanding of students' reading difficulties, both internal

and external, the results indicate that they are significant for designing effective interventions

to address these barriers. Factors such as lack of motivation, cognitive difficulties, low vocabulary

levels, emotional challenges, the school environment, and inadequate pedagogical strategies

can negatively affect reading comprehension. By recognizing these difficulties and their underl-

ying causes, educators can implement differentiated and personalized approaches to help stu-

dents overcome these obstacles and improve their reading competence.

Finally, the research highlights a wide range of benefits associated with the use of narrative texts

in primary education. These benefits include the development of story comprehension, empathy

and understanding of characters, vocabulary enrichment, the promotion of critical thinking, and

the stimulation of imagination. By exposing students to a variety of narrative texts, educators can

provide meaningful learning experiences that not only enhance reading comprehension but also

promote students' overall development in multiple cognitive, emotional, and social dimensions.

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