Resulta importante para los estudiantes encontrar sentido y significado al acto de leer y comprender. Más aun actualmente, frente al contexto virtual, se ha perdido este contacto entre el texto físico y el tiempo dedicado al desarrollo del hábito lector, es limitado, infiriéndose de la realidad, la imperiosa necesidad de fortalecer los niveles de comprensión de lectura que los acerquen a estos procesos de manera genuina. En ese sentido, se realizó una investigación con metodología de enfoque cuantitativo y el objetivo de proponer actividades didácticas usando WhatsApp para mejorar la comprensión lectora en estudiantes de 2° grado del nivel primaria en Lambayeque. Según el tipo de estudio, es descriptiva propositiva, con diseño no experimental, se aplicaron las “Pruebas ACL - 2” a una muestra de 35 estudiantes, seleccionada mediante muestreo no probabilístico por conveniencia. Como resultado se obtuvo que más del 60% de los estudiantes se ubicaron en los niveles inicio y proceso, dando lugar al programa de lectura sustentado en las teorías psicolinguística e interactiva: “Comprendo lo que leo con WhatsApp”. En conclusión, el uso didáctico de la red social WhatsApp, implementa los mecanismos docentes en circunstancias que demandan nuevas formas de alcance a todos, desarrollando aprendizaje efectivo y conducente a logros esperados. / It is important for students to find meaning and significance in the act of reading and understanding. Even more so today, compared to the virtual context, this contact between the physical text and the time dedicated to the development of the reading habit has been lost, it is limited, inferring from reality, the urgent need to strengthen the levels of reading comprehension that bring them closer to these processes genuinely. In this sense, an investigation was carried out with a quantitative approach methodology and the objective of proposing didactic activities using WhatsApp to improve reading comprehension in 2nd grade students of the primary level in Lambayeque. According to the type of study, it is descriptive and proactive, with a non-experimental design, the "ACL Tests - 2" were applied to a sample of 35 students, selected by non-probabilistic convenience sampling. As a result, it was obtained that more than 60% of the students were located in the beginning and process levels, giving rise to the reading program based on psycholinguistic and interactive theories: "I understand what I read with WhatsApp". In conclusion, the didactic use of the WhatsApp social network implements the teaching mechanisms in circumstances that demand new ways of reaching everyone, developing effective learning and leading to expected achievements.

El presente estudio surgió con el objetivo de establecer la influencia del Programa de lectura interactivas en el desarrollo de los niveles de comprensión lectora de los estudiantes del Cuarto Grado “C” de la I.E. N° 10126 “Nuestra Señora de Fátima” - Jayanca, en el 2019. Para ello, se aplicó una metodología enfoque cuantitativo, de tipo cuasiexperimental. La población estuvo constituida por 150 estudiantes, seleccionándose a una muestra de 74 estudiantes, de los cuales 37 de ellos, correspondieron al grupo experimental y los otros 37 al grupo control. Los instrumentos usados fueron lista de cotejo y prueba de comprensión lectora. En el pretest se evidenció que, los estudiantes de los grupos experimental y control presentaron un nivel En Inicio de comprensión lectora con 5,65 y 7,14 puntos de promedio respectivamente; mientras que, en el postest, este puntaje mejoró en ambos grupos con un promedio de 15,51 y 11,22 puntos, destacando los del grupo experimental, quienes se situaron en el nivel Logro Esperado. Se estableció que el Programa de lecturas interactivas influye significativamente en el nivel de comprensión lectora de los estudiantes en estudio. / The present study arose with the objective of establishing the influence of the Interactive Reading Program in the development of the levels of reading comprehension of the students of the Fourth Grade “C” of the I.E. N ° 10126 “Nuestra Señora de Fátima” - Jayanca, in 2019. For this, a quantitative approach methodology was applied, of a quasi-experimental type. The population consisted of 150 students, selecting a sample of 74 students, of which 37 of them corresponded to the experimental group and the other 37 to the control group. The instruments used were a checklist and a reading comprehension test. In the pre-test it was evidenced that the students in the experimental and control groups presented an In Beginning level of reading comprehension with 5.65 and 7.14 average points respectively; while, in the post-test, this score improved in both groups with an average of 15.51 and 11.22 points, highlighting those of the experimental group, who were at the Expected Achievement level. It was established that the Interactive Reading Program significantly influences the level of reading comprehension of the students under study.

Syftet med denna kunskapsöversikt var att undersöka hur bilderböcker kan användas i undervisningen för att stödja lågstadieelevers läsförståelse. Frågan som vår studie syftade till att besvara var; Hur kan skönlitterära bilderböcker användas didaktiskt för att stödja elevers läsförståelse? Data samlades in genom systematiska sökningar i olika databaser, både internationella och nationella. Datan analyserades därefter genom en tematisk analysmetod. Teman skapades utifrån valda artiklar och med utgångspunkt i studiens syfte och frågeställning. Rubrikerna i resultatdelen etablerades i sin tur genom att identifiera de viktigaste delarna av teman som hjälpte till att besvara vår frågeställning. Resultatet visade att bilderböcker spelade en viktig roll för att utveckla elevernas läsförståelse, men det förutsatte att lärarna gjorde eleverna medvetna om hur text- och bildrelation fungerade tillsammans för att stödja deras läsförståelse. Dessutom fick eleverna också kunskap om visuella element och vad illustratören ville förmedla i berättelsen genom att använda dem. Denna information hjälpte eleverna i deras bildtolkning och stöttade därmed deras läsförståelse. Resultatet visade att didaktiska aktiviteter som högläsning och boksamtal om bilderboken kunde stödja elevers läsförståelse vilket också visade lärarens viktiga roll i att stödja elevers läsförståelse genom att använda bilderboken. / The purpose behind this study of literature was to examine how picture books can be utilized by teachers' teaching to support the reading comprehension of primary students. The question that our study aimed to answer was: How can fictional picture books be used in a didactic sense to support primary students in their reading comprehension? The data was collected through systematic searches in different databases, both international and national. Said data were then analysed through the process of thematic analysis. Themes were created based on selected articles in relation to the question and purpose of the study. The headings in the result section were in turn established through the most significant parts of the themes which helped in answering our question. The results of the study showed that picture books played a significant role in the students' reading comprehension, but it required that they were taught how pictures and text relationship worked in tandem to aid in their reading comprehension. In turn the students also gained knowledge about visual elements and what the illustrator wants to convey in the narrative through the usage of them. This information helped students in their interpretation of pictures and supported their reading comprehension. The result showed that didactic activities like reading aloud and talking about the pictures helped in supporting their reading comprehension, which also indicates the central role teachers play in their students' ability to develop a deeper understanding through the usage of picture books.

Globalisation and technological advancements actualize the necessity for comprehensive English language proficiency. This highlights the importance of an effective English as a foreign language (EFL) education in order to meet this demand. Despite the broad scope of research in multimodal methods as an aid in a reading comprehension context, there is a significant gap, which is particularly evident in addressing students in grades four to six and especially from a Scandinavian perspective. This study employed a quasi-experimental design to investigate the impact of integrating dual multimodal methods (visual aid + text) on the acquisition of receptive vocabulary and reading comprehension proficiency of EFL students in Swedish compulsory school year six. The study also aimed to explore which proficiency levels among students benefit from the incorporation of visual aids. Forty-eight participants from two urban schools in Stockholm, Sweden, were divided into an intervention group (visuals + text) and a control group (text) before subsequently undergoing a pretest, posttest, and delayed posttest focused on receptive vocabulary acquisition. A reading comprehension assignment was carried out with the aim of evaluating participants' reading comprehension proficiency. The treatment was completed by the control and intervention group with the difference being that the latter received the assignment with visual aids. The results illustrate that the use of multimodal methods improved participants' reading comprehension proficiency and short-term vocabulary recall. However, in the long term, reliance on visual aids led to a decline in scores, while traditional text-based instruction showed further improvement. The results suggest that less proficient learners were aided to a greater extent by visual aids than highly proficient learners. These results shed light on the benefits and limitations of multimodal methods, emphasising the need for further research to assess their long-term effects and to further decide who they may aid or harm.

En el entorno universitario actual, particularmente en los primeros ciclos, es palpable la necesidad de mejorar la instrucción en comprensión de textos. Esto se desprende de un detallado estudio que buscaba establecer tácticas tecnodidácticas para enriquecer la interpretación textual de los estudiantes. El estudio se ancló en una mirada cuantitativa y positivista, con un diseño básico propositivo en su investigación. Se administró una evaluación de comprensión lectora que mostró una validez (V. Aiken) de 0.769 y una confiabilidad (Kuder-Richardson, KR20) de 0.72, demostrando su solidez metodológica. Los datos revelaron una distribución en la competencia lectora donde solo un 18% de los estudiantes demostró un rendimiento sobresaliente. La mayoría, un 78%, se concentró entre los niveles de deficiente a suficiente, señalando un área crítica de intervención académica. Con un promedio de 14.6, una mediana de 13.9, y una variabilidad del 19.58%, se evidencia una marcada disparidad en las habilidades de comprensión de textos entre los encuestados. En consecuencia, el estudio identificó el perfil para una serie de estrategias tecnodidácticas, cuya finalidad es la de cultivar habilidades críticas y analíticas en los estudiantes. Estas estrategias están diseñadas no solo para mejorar la interacción con una amplia gama de textos sino también para potenciar la expresión y argumentación efectiva, habilidades esenciales para triunfar en el ámbito académico y laboral. / In the current university environment, particularly in the early cycles, the need to improve instruction in text comprehension is palpable. This emerges from a detailed study that sought to establish techno-didactic tactics to enrich students' textual interpretation. The study was anchored in a quantitative and positivist view, with a basic purposeful design in its research. A reading comprehension assessment was administered that showed a validity (V. Aiken) of 0.769 and a reliability (Kuder-Richardson, KR20) of 0.72, demonstrating its methodological soundness. The data revealed a distribution in reading competence where only 18% of the students demonstrated outstanding performance. The majority, 78%, were concentrated between the levels of deficient to sufficient, pointing out a critical area for academic intervention. With an average of 14.6, a median of 13.9, and a variability of 19.58%, a marked disparity in text comprehension skills among respondents is evident. Consequently, the study identified the profile for a series of techno-didactic strategies, whose purpose is to cultivate critical and analytical skills in students. These strategies are designed not only to improve interaction with a wide range of texts but also to enhance effective expression and argumentation, essential skills for success in academia and the workplace.

El propósito de esta investigación es potenciar en los discentes el hábito de leer fortaleciendo así la comprensión lectora mediante el empleo de las aplicaciones de la tableta que le ayuden a la asequibilidad extensa y diversa de material textual. Se laboró con discentes del cuarto grado de primaria de una Institución Educativa rural, en ellos se empleó la Prueba diagnóstica Lectura del MINEDU (2021). El resultado de la evaluación evidenció que en el aspecto literal prima el nivel logrado en contraste con lo que se halló en los aspectos de la inferencia y la crítica donde obtuvieron niveles muy bajos, indicando que los discentes manifiestan niveles inferiores del promedio en la comprensión lectora. La utilidad de la tecnología para los estudiantes se manifestó por la predisposición que mostraron; la circunstancia dada es aprovechable para el uso de la tableta que el Estado ha hecho entrega para fortalecer el desarrollo educacional. Esta inserción del dispositivo en el recinto de clases, los discentes en cuanto a su participación, será asidua en las diferentes actividades escolares; por consiguiente, nos orienta a sugerir este medio tecnológico al reforzamiento del desarrollo educacional haciendo más dinámica diversas actividades para mantener el interés en el fortalecimiento de la habilidad en la lectura. / The purpose of this research is to enhance the habit of reading in students, thus strengthening reading comprehension through the use of tablet applications that help them access extensive and diverse textual material. We worked with students from the fourth grade of primary school from a rural Educational Institution; the MINEDU Reading Diagnostic Test (2021) was used on them. The result of the evaluation showed that in the literal aspect the level achieved prevails in contrast to what was found in the aspects of inference and criticism where they obtained very low levels, indicating that the students show lower than average levels in reading comprehension. The usefulness of technology for students was manifested by the predisposition they showed; The given circumstance is usable for the use of the tablet that the State has provided to strengthen educational development. This insertion of the device in the classroom, the students in terms of their participation, will be assiduous in the different school activities; Therefore, it guides us to suggest this technological means to reinforce educational development by making various activities more dynamic to maintain interest in strengthening reading skills

La lectura es aquella competencia que permite comprender textos escritos y mediante esta se puede entender el contexto sociocultural en el que se desenvuelve. Pese a que es relevante en la vida de las personas, los alumnos del nivel superior no alcanzan los niveles esperados. Ante esta realidad nace esta investigación que tuvo como objetivo general diseñar una propuesta basada en la gamificación para potenciar la comprensión de textos argumentativos en alumnos universitarios de primer año. El diseño de este trabajo es descriptivo-propositivo. La muestra con la que se contó fue de ciento veinte educandos, quienes fueron seleccionados con el muestreo no probabilístico por conveniencia. Ellos realizaron un test y los resultados demostraron que el 20 % está en inicio, el 60, 83 % en proceso y el 35, 83 % en logrado. Lo mencionado refuerza la finalidad de este estudio y la necesidad de trabajar con la problemática encontrada. / Reading is a skill that allows students to understand written texts and through it they can understand the socio-cultural context in which they live. Despite the fact that it is relevant in people's lives, higher education students do not reach the expected levels. The general objective of this research is to design a proposal based on gamification to enhance the comprehension of argumentative texts in first year university students. The design of this research is descriptive-propositive. The sample consisted of one hundred and twenty students, who were selected by non-probabilistic convenience sampling. They took a test and the results showed that 20% are at the beginning, 60, 83% in process and 35, 83% achieved. The aforementioned reinforces the purpose of this study and the need to work with the problems encountered.

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In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)