Comprensión lectora en inglés, una propuesta didáctica e interactiva con estudiantes de cuarto de primaria

Abstract

The purpose of this work is to identify how the implementation of digital educational resources allows the enhancement of reading comprehension skills in English as a foreign language in fourth grade students of the Institución Educativa Mayor de Mosquera, La Amistad. It is based on the teaching references for English proposed by the Ministry of National Education for the design of a didactic proposal that, from the communicative approach, addresses reading comprehension in English through digital educational resources analyzed from communication systems, the interaction that they allow between the actors of the dynamics of teaching and learning and the opportunities of mediation between the subjects and the learning. The implementation methodology is applied from the mixed approach with a sequential explanatory design with the active participation of 15 fourth grade students and contrasting instruments with qualitative and quantitative information throughout the process. In this way, the process of the students is analyzed and the conclusions are presented based on the strategies for understanding: activating background knowledge (activating prior knowledge); searching (searching); summarizing (summarizing) and organizing graphically (organizing graphically), the relevance of digital educational resources and the initial and post-implementation levels of reading comprehension are identified.