Development of Communication Skills: A Perspective on the Process of Teaching Reading Skills Analyzed from Teaching Practice

This article looks at the transformation process of an elementary teacher's teaching practice based on research of her own planning, implementation, and evaluation activities, divided into four reflection cycles, in order to demonstration the incorporation of new strategies to strengthen the teaching process for the development of reading skills in her students. The scope of research is descriptive. The study is carried out from a qualitative approach, under the action research design, using Lesson Study as a path to understanding the practice, reflecting on it, and improving it, considering all of the elements involved. The article uses the Teaching for Comprehension (EpC, according to its abbreviation in Spanish) framework to redefine formative actions, in an intentional teaching exercise focused on the development of comprehension. This achieves a redefinition of the teaching process starting with the recognition of the purposes to be developed in the areas, strengthening written language skills and competences through cross-curricular processes that help link different areas of knowledge to generate significant learning processes, while actively involving the student in the learning process and strengthening the teacher's pedagogical knowledge in a practice-based exercise in professional development.