El cómic como estrategia didáctica para la enseñanza de la lectura

Since the first appearance of formal school, learning to read and write has been the basic tool for achieving effective communication (Franco, 2010), based on this need, teachers have been looking for strategies that motivate students to be interested in reading from an early age. The objective of the project was to design a didactic proposal that, based on the comic, strengthens the competence in reading comprehension of 3° students of elementary. A selection was made from a population of 105 students and from these a sample selection was made for convenience, with the participation of 20 students. The methodology starts from a mixed approach framed under a socio-critical paradigm focused on action research. As data collection techniques, the use of the bibliographic review. From the results that was obtained, it was possible to show that students need to improve their skills such as the quality of reading, their speed and comprehension, which was ratified in the observation of low results and also the acceptance of the strategy is highlighted, especially at the moment doing the activities and reading. It can be concluded that the comic helps to reinforce reading by generating significant learning in the student, allowing the teacher to explore new alternatives to practice reading, through this strategy a change in the reading practices of the students could be generated.

• Autores: Porras Narváez, Luz Stephany; Fontalvo Caro, Robinson Moisés; Vélez Fontalvo, Yissela Paola
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2020
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/8065
• Acceso en línea: https://hdl.handle.net/11323/8065; https://repositorio.cuc.edu.co/
• Palabra clave: Comic; Reading; Early ages; Competition; Hought; Comic; Lectura; Edades tempranas; Competencia; Pensamiento
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International