Estrategia didáctica para la comprensión lectora mediante el uso de fichas interactivas - Liveworksheets

Abstract

The purpose of this research is to strengthen the reading comprehension in fourth grade students from the Agustiniano School in Floridablanca, through a didactic strategy, in which characteristics, causes and consequences show in a due reading process could be evidenced; designing in this way a proposal for an educational intervention.

The reading competence, as one of the individual competences in constant updating, is viewed as an object of study in national and international research and studies that involve its teaching and learning, consequently, with this, the present research project is framed in the design of an innovative didactic strategy to strengthen this generic competence at the inferential level in students from fourth grade at the Agustiniano´s primary school.

This document summarizes the development of the investigative exercise that generated the design and implementation of the intervention proposal in accordance with the problem addressed. The methodological approach applied was qualitative, with an action research design directly related to the objectives of the project. Among the conclusions that stand out from this research work is that students need their classes to move away from the traditional teaching of comprehension, where the opportunity was provided to open a space for interaction, both virtual and pedagogical, which allowed them to get out of the routine of the book and meaningless comprehension to address reading skills from different areas and using a variety of resources that allowed an approach to the structure, arguments and differentiating elements.

The Liveworksheets methodological proposal was designed in a coherent way from the proposed handling of the exploration of pre-knowledge and other moments of the pedagogical intervention, allowing the student to go to the virtual test with a series of renewed and appropriate competencies through the diversity of activities proposed.

On the other hand, the application of the tests using the tool allowed the collection of data individually and in groups of the literal level and inferential comprehension, such collection was quickly, without the normal wear and tear of spending a certain time for the qualification of these, therefore, as soon as the student finished the test, the system gave the feedback and the teacher in record time knew the individual and group strengths and weaknesses.

Likewise, the technological tool aroused in the students the taste and interest in reading by being presented in an attractive way that natives like in the digital age, all the resources used were consistent with the objective of strengthening the levels of comprehension involved.