The present work refers to a Master's research that arose from the difficulties presented by students in reading comprehension, evident in the difficulty to decode a text, issue an opinion in relation to it, make inferences, synthesis, write short texts in which they expose their opinions in relation to what they read, difficulties to assume propositional and critical attitudes towards a read text.The objective was to determine the pedagogical strategies applied by teachers to enhance the reading comprehension of 9th grade high school students at the San José CIP educational institution in Sincelejo, Sucre, Colombia. This study is located within the mixed paradigm because according to Hernández, Fernández and Baptista (2006), the mixed paradigm allows a more precise perspective of a given phenomenon. The frequency, amplitude and magnitude of a phenomenon, as well as its depth and complexity, can be known.