Desarrollo de procesos de comprensión lectora en estudiantes de básica primaria a través de la incorporación de estrategias didácticas mediadas por las TIC

Abstract

In the reading comprehension scenario, according to the results of the Saber test, only half of the students get over the literal level, that is, the one that corresponds to extracting the explicit information from texts. In order to solve this problem, the purpose of this research was allowing the direct interaction of students with the technological alternatives or activities that were implemented, for which a virtual learning object (OVA) was developed firstly in a conceptual way and then in an applied way. For this purpose, we initially took as a reference what was established by Agencia Andaluza de Evaluación Educativa. Based on this, several moments were carried out, which were developed sequentially. The problem was addressed and supported with significant figures, and several authors were taken as references. A pre-test was applied to establish the level of reading comprehension before using technological tools. Then a post-test was implemented to evidence the effect of the use of OVA. It was possible to establish that, by using technological resources aimed at improving reading comprehension skills, based on literal, inferential and critical comprehension, the students group from Heladia Mejía School selected for the test, showed an increase in their reading skills, as well as understanding and making judgments, which allowed them to appropriate knowledge and concepts.