Diseño de un ambiente de aprendizaje híbrido para fomentar la comprensión lectora en estudiantes del quinto año de EGB.

Abstract

The purpose of this curricular integration work is to design a hybrid learning environment to promote reading comprehension in students of the 5th year of Basic General Education (BGE), middle sublevel. The object of study was consolidated after observing in the students little comprehension when reading, information recorded in field diaries, and was corroborated by means of a diagnostic test based on the three levels of reading comprehension that the Ecuadorian curriculum manifests, inferential literal and evaluative critic. For this reason, the work is approached from a socio-critical paradigm and an inductive method, which allows a qualitative approach since participant observation was used to collect information from the field of study. The results found were that the level with the most mastery of comprehension is the literal, although it slightly exceeds the mark established by the LOEI of 7/10, while the other two levels do not reach it, showing an imbalance in level domain. In view of this, five activities are developed that allow students to master the levels of comprehension exposed, one for the literal level, two for the inferential and two for the evaluative critic, in the same order. These activities are characterized by their didactics, such as synchronous and asynchronous work, face-to-face and virtual, and, finally, autonomous and guided.