Unidades virtuales de aprendizaje como mediadoras para el fortalecimiento de la comprensión lectora en el nivel inferencial

Abstract

The purpose of this work is to describe and explain the effects of the Virtual Units of Learning (UVA) as mediators in reading comprehension at the inferential level, in fifth grade students at the Alfredo Cock Arango Educational Institution in Medellín, Antioquia; from the application of a diagnostic test that allows identifying the categories it poses (Martínez, 2013), the creation and implementation of UVA and the evaluation of progress. The observation and subsequent recording in the teacher's journal allows the research teachers to identify and analyze three categories (generic, enunciative and textual) that are worked from the intervention plan, thus allowing the obtaining of results that show how virtual mediation contributes to the strengthening of reading comprehension and how these results serve as an input for classroom teachers to propose other alternatives in their teaching processes.