Uso de las TAC para mejorar los niveles de comprensión lectora en la asignatura de Lengua y Literatura en estudiantes de séptimo grado “C” de la Unidad Educativa Pio Montufar, durante el año lectivo 2021-2022

Abstract

Reading a text not only implies a conversion of written symbols, but also the development of various cognitive mechanisms such as: phonological awareness, semantic recognition, verbal memory, abstraction and verbal categorization. These mental operations carried out by the reader allow him to process the information received, so that he can analyze it and apply it in the various contexts in which he operates. Understanding the information of any type of text is aimed at building its meaning, in which the reader works on various micro-skills for a correct interpretation. From the educational context, the teacher is a key guide in the proper application of a variety of activities in which students will develop reading comprehension. That is why this research focused on the study of the levels of reading comprehension proposed by Barret (1986), which are: literal comprehension, reorganization of information, inferential comprehension, critical comprehension or judgment, and reading appreciation. The application of a diagnostic evaluation allowed us to select a specific case to develop and design a system of differentiated virtual activities focused on the level of reorganization of information and the level of critical understanding or judgment.