Comprensión lectora inferencial en primaria: Una estrategia didáctica basada en cuentos de terror

Inferential reading comprehension constitutes a key component of autonomous learning and the development of critical thinking; however, its strengthening is often limited in contexts of social vulnerability. Within this framework, this study aimed to strengthen this competence in primary school students through the use of horror stories as a didactic resource. The research was developed from a qualitative approach with a socio-critical orientation, through a Participatory Action Research design structured in four phases: diagnosis, design, implementation, and evaluation. Fourth-grade students from Institución Educativa Ángel María Paredes, Luis Calixto Leiva campus (Neiva, Huila) participated, and the information collection techniques included observation records, field diaries, and various reading, discussion, and written production workshops. The results show improvements in the quality of inferences, particularly in identifying implicit information and establishing causal relationships. Likewise, a greater willingness to read and more active participation in the proposed dynamics were observed. Overall, the findings allow us to affirm that the horror story, when pedagogically mediated, constitutes a suitable strategy for fostering inferential comprehension in primary education, highlighting the role of teacher guidance in this process.