Estrategia Didáctica Mediada por Objetos Virtuales de Aprendizajes para el Fortalecimiento de la Comprensión Lectora en los Niños y Niñas del Grado 5 de la Escuela Normal Superior del Nordeste

Abstract

Understanding texts from an early age means the recognition of relevant ideas, perspectives and positions that facilitate learning and give a greater focus to reading processes, hence the need to establish in educational contexts, scenarios based on didactics, with technological tools that allow us to appreciate the act of reading as a necessary means for learning content. In this sense, the research process was guided to design a didactic strategy mediated by Virtual Learning Objects (OVA) to strengthen literal reading comprehension in children of grade 5 of the Escuela Normal Superior del Nordeste, leading in the first instance to identify the level of reading comprehension of students, through a diagnostic test, and then to design virtual learning objects focused on strengthening literal reading comprehension skills, based on an instructional model, to implement and evaluate their application. From the methodological point of view, the research was developed under a mixed paradigm, assuming the hypothetical deductive method, under a descriptive study of quasi-experimental type that included the application of pretest and posttest. Regarding the population, it is delimited by the students of the educational institution, considering as key informants: 20 students of grade 501, such sample was selected at convenience. The techniques implemented were: interview and observation with instruments such as: the semi-structured interview script and field notes, respectively, as well as the quantitative support of the objective test technique. For the analysis of the information, the following methods were used: qualitative through the saturation of information and quantitative with statistical analysis. The results show that initially the students maintained an average score of 46.53 points on the applied test, this data shows that the students have a score of less than 50 points out of a total of 100. After the intervention, the score of the applied test is 59 points, which implies a substantial progress of the students, indicating that although the level of reading comprehension is low, it has significant improvements after the application of the didactic strategy mediated through the OVA. After presenting the didactic activities mediated through the OVA, the students acquire greater skills to solve the questions provided, they understood the contents and were able to respond adequately. In conclusion, it can be seen that the application of OVA with activities aimed at improving reading comprehension under the syntactic, pragmatic and semantic components, had an effective impact on the acquisition and improvement of certain skills that students failed to process at first. When considering the effects of the application of OVA-mediated strategies, it is considered that students maintain greater deficiencies in the syntactic component, which implies the need to set didactic strategies for the recognition of paragraphs, sentences, in addition to the various elements that allow establishing a logical sense of the texts such as connectors, articles, gender and number, among others.