Reading comprehension and technological mediation in public education of the Basic Level in Colombia

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Alexander Javier Montes Miranda, Audin Aloiso Gamboa Suarez, Raúl Prada Núñez


This article presents the results of the research Technological mediation and reading comprehension in official basic education in Colombia, carried out with the aim of knowing the contributions of technological mediations in the processes of comprehensive reading in students of the basic level of the public sector in four cases located in different regions of the national territory. For this, Action Research was used as a method involving the reflective and permanent participation of teachers and students throughout the process, based on the model of Restrepo (2006), deconstruction of practice, reconstruction of practices and assessment of the effectiveness of practice; for which the main categories of analysis and qualitative construction were comprehensive reading,  contextualized mediation and ICT. In short, the results confirm the value of digital educational resources in comprehensive processes  given the successful relationship between ICT mediation and motivation by reading processes, including textual relationships linked to the interpretation of texts.

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