Interactive Didactic Strategy to Enhance Reading Comprehension in High School Students in Montería, Colombia

Abstract

This study analyzes the impact of the implementation of an interactive didactic sequence as a pedagogical strategy for the strengthening of reading comprehension in high school students in the city of Montería, Colombia. The research arises from the problem evidenced in the low performance in critical reading and textual analysis, which has an impact on the learning and academic performance of students. Based on an action research approach, a didactic sequence based on technological resources was designed and implemented that includes interactive activities with narratives and comic strips mediated by digital tools such as WIX and Nearpod. The sample was made up of 50 students of academic high school. The results obtained through diagnostic tests and subsequent evaluations showed a significant improvement in reading comprehension levels, particularly in the literal, inferential and critical dimensions. The study concludes that the integration of digital technologies in the teaching of reading favors meaningful learning and promotes greater commitment by students in their training processes.