Estrategias Didácticas para Fortalecer la Comprensión Lectora en Estudiantes de Bachillerato

This article aims to analyze effective didactic strategies that contribute to strengthening reading comprehension in high school students through a qualitative, descriptive, and documentary-based study. The research was grounded in a systematic review of academic literature published between 2018 and 2024, focusing on pedagogical experiences within the Ecuadorian context. Relevant studies were considered, which propose strategies such as guided reading, reciprocal teaching, structured reading guides, critical reading, inferential reading, and accompanied reading, along with participatory classroom dynamics applied in the Language and Literature area. The findings show that these strategies support the development of analytical and reflective reading skills, especially when adapted to the specific needs of the classroom. The importance of teacher training, the integration of technological resources, and the methodological contextualization was also highlighted. It is concluded that the real impact of these strategies depends on their coherent application in relation to the characteristics of the educational environment and the institutional commitment to improving the quality of teaching.