Hipertextos digit@les : un desafío en la formación de lectores

Abstract

This research addressed the hypertextual reading increasingly present in the school environment, which implies a different kind of reader. It aimed to develop strategies favoring inferential and intertextual reading in digital hypertexts by conducting educational workshops in the perspective of reading as a process of sense, focusing on the interests of children. The methodology used was the qualitative approach based on action research design. It was concluded that when a reader accesses the web is important to be clear what kind of reader wants to be and that is necessary for the school to teach the child reading these possibilities. Metacognitive strategies provided students a tool to train themselves as strategic readers and this improved their reading comprehension.