Desarrollo de la lectura crítica a partir de figuras retóricas visuales

Abstract

This methodological and innovative research is directed towards eighth grade students at Colegio Federico García Lorca in Bogotá. The current paper pretends to prompt the proper development of the reading stages, especially the one related to critical reading, taking into consideration the integration of digital instruments and didactic strategies within the classroom. For this research project a mixed sample was chosen, represented by 30 students from 8-2 course, whom two research instruments were applied to collect data; these instruments were duly validated by experts on the field prior its application. Regarding the methodological process, an interview was firstly applied in order to have a general diagnosis and classification of the proposed problem area. Afterwards, a survey-like instrument was implemented, attempting to identify the reading comprehension in learners and to determine the issues they struggled with. Finally, once made the triangulation and analyzed the results obtained, a yearly curricular proposal for Spanish subject was designed, taking into account the use of visual rhetorical devices departing from the creation of a podcast as a didactic instrument, making teaching-learning process easier and fostering the proper development of the three textual comprehension stages, essentially focused on the level previously mentioned on this research.