Los talleres de animación lectora como estrategia de motivación hacia la lectura en el Tercer año “A” de Educación Básica de la Unidad Educativa del Milenio Francisco Febres Cordero

Abstract

The purpose of this Curricular Integration Work (ICT) is to determine how reading animation workshops contribute to motivation towards reading in the subject of Language and Literature. The research was carried out in the third year “A” with eight to nine-year-old students from the Elementary Sub-level of the Francisco Febres Cordero Millennium Educational Unit in Cuenca (Ecuador). During the diagnosis, the factors that contribute to the demotivation of students to participate in activities related to reading were evidenced. Therefore, the research was directed to the application of a didactic intervention proposal under the virtual modality, which consists of the development of three workshops of reading animation with the support of activities and resources such as stories, legends and stories of characters popular in the city of Cuenca. Within the methodology, it starts from a socio-critical paradigm with a qualitative approach, linked to the Research - Action method that together with the data collection instruments before and after the intervention allowed to determine the level of contribution of the proposal to the 39 research participant. The results obtained reflected the degree of motivation towards reading of the students in relation to the initial level before the intervention. In other words, the application of reading animation workshops as a strategy contributed to generating a transformation in the conception and attitude of students towards reading, which reflects a higher level of motivation in reading efficiency, assessment, competence and curiosity. In conclusion, it is vitally important to mention the motivational factor for the creation of strategies within educational practice, family and environment to bring children closer to reading.