Assensus (Jun 2019)
Technological Mediations for the development of communicative semantic competition - inferential reading in primary basics
Abstract
This article describes the methodology, results and conclusions derived from the study "Technological Mediations for the Development of Communicative Semantic Competence - Inferential Reading in Primary School Students" developed in the Educational Institution José María Berástegui, municipality of Ciénaga de Oro, Department of Córdoba, with the purpose of promoting the development of communicative semantic competence in inferential reading in third grade primary school students. From the reflection of students, teachers and parents, environments are designed mediated with information and communication technologies (TIC) conceptually based on the Semantic Communicative Approach. The research process is developed in four phases: a diagnostic phase which is structured from the accompaniments in the classroom, diagnostic evaluation, review and reflection on the aspects recorded in the student's observer; the data obtained allow for the collective construction of an action plan, followed by the development of planned actions and ends with the phase of reflection on the process developed, the transformations obtained in classroom practices and the empowerment of third grade students in primary basic inferential reading. Conceptually, it is based on the theory of Cassany (2006), which points out that "Reading is recovering the semantic value of each word and relating it to that of the previous and subsequent words", in this same sense Van Dijk (1999) establishes that reading is mediated by social memory, essential elements in the reading process. The results show changes in attitude, motivation and participation in activities designed through information and communication technologies (TIC), improving reading comprehension at an inferential level. This design of new learning environments mediated with information and communication technologies (TIC) for the teaching of reading favours cooperative and collaborative learning, the recognition and valuation of students' knowledge and the enrichment of classroom contexts.
