Egas Herrera, Diana CarolinaHurtado Llomitoa, Johanna Mariela2026-06-242026-06-242025-06-19Hurtado Llomitoa, J. M. (2025). Content and Language integrated learning activities to improve reading comprehension in sixth graders. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3800TESIS-MAESTRÍAGlobal interconnectedness has increased the relevance of English as a second language, especially in education. In this context, the Content and Language Integrated Learning (CLIL) approach combines content teaching with language learning, strengthening reading comprehension and fostering critical thinking. However, sixth-grade students struggle with this skill due to traditional methods based on memorization and isolated vocabulary exercises. This study analyzes the impact of CLIL activities on the reading comprehension of sixth-grade students, using a quantitative approach with a pre-test/post-test design to evaluate their effectiveness. The research was conducted with a sample of 30 students and 5 teachers, utilizing surveys, interviews, and comprehension tests. The results show that, before the intervention, more than 70% of students scored below 60% in reading comprehension. After the implementation of CLIL, a 28% improvement in the overall score was observed, with significant gains in the identification of main ideas (+30%) and inferences (+30%).Despite these benefits, teachers pointed out limitations such as a lack of training and adequate resources. It is concluded that CLIL improves reading comprehension by integrating thematic materials in English and promoting critical thinking. Its systematic incorporation into the curriculum, the development of continuous assessments, and teacher training are recommended to strengthen its implementation.enhttp://purl.org/coar/access_right/c_abf2Language teachinglanguage learningbilingualismprimary educationteaching methodologyThesis