Strengthen Reading Comprehension with a Virtual Resource of Stories in Fifth Grade Students in an Institution in Montería, Córdoba

Abstract

This study addresses the need to strengthen reading ability in fifth-grade students attending an educational institution in Montería, Córdoba. Both national and international measurements (OECD, 2018) have shown limitations in the interpretation of texts, which motivates the search for new training dynamics. Faced with this scenario, a virtual resource focused on reading stories was designed and applied, in order to stimulate the motivation and interest of the students. A qualitative approach was adopted to examine the pedagogical environment and how technology-based strategies affect the acquisition of reading skills. The sample was composed of 15 participants, who developed digital activities aimed at understanding ideas, deducing meanings and collaborative interaction. The objective was aimed at promoting learning experiences that combine conventional practices with an innovative component. The intervention was based on constructivist and cognitive principles, which favor the active participation of students and the connection between previous knowledge and new content. To this end, gradual activities related to the literal, inferential and critical levels of reading were used, which promoted reflection and dialogue on narrative texts. The role of the teacher consisted of accompanying, guiding and encouraging the collective construction of knowledge, taking advantage of the benefits of Information and Communication Technologies. In this way, the virtual resource of stories offered a methodological alternative to broaden reading perspectives and enrich classroom discussions. The results reflect an advance in textual comprehension and a greater willingness of students towards reading. It is concluded that the incorporation of digital environments in teaching can encourage student participation and improve the understanding of various types of texts.