Fortalecimiento de la lectura inferencial a través del uso de textos multimodales en estudiantes de grado quinto (5 °) de educación básica primaria de la Institución Educativa Agroambiental Carlos Holguín Mallarino de Nóvita - Chocó

Abstract

The present investigation shows the improvement of the inferential reading through multimodal texts in the fifth grade elementary school students of the Simón Bolívar, headquarters of the Carlos Holguín Mallarino Agro-environmental Educational Institution, in the municipality of Nóvita Chocó. In the process, a qualitative methodology was developed that allowed the observation of inferential reading levels, through different measurement tests. With these, a before and after the intervention and research was recorded. It began with a survey that showed the low levels that these students have in inferential reading. To improve the above, the planning and execution of eight intervention workshops, supported by multimodal texts, was developed. The results of this pedagogy were observed through tools such as control cards and observation diaries. With these, several conclusions were reached: students generate greater advances when they are presented with a more dynamic teaching; A teaching designed with the support of multimodal texts allows students to be given the diversity of images that can be created, with which various readings are presented not only to images in movement but to critical images accompanied by text and grouped strategically. And, finally, it was observed that students faced with this type of multimodal texts generate greater participation in their own learning process.