Las cinco fases de lectura del modelo desarrollado por Just y Carpenter para fortalecer el proceso de comprensión e interpretación textual a través de la plataforma Nearpod en los estudiantes de básica secundaria del Instituto Técnico Nacional de Comercio de San José de Cúcuta.

Abstract

The main objective of this project is to strengthen the process of textual understanding and interpretation through the Nearpod platform and the model of the five phases of reading developed by Just and Carpenter in secondary school students of the National Technical Institute of Commerce. By using this tool in the classroom, the process of meaning construction is reinforced and communicative competence is developed. The project is based on following the writers Just and Carpenter as a theoretical reference with the model of the five phases of reading; perception, encoding and lexical access, case assignment, intraclausal integration, sentence closure. It should be noted that the structure of the Basic Standards of Language Competencies is organized into five factors and one of them is textual understanding and interpretation, which demonstrates knowledge of the various types of text, understanding of formal and conceptual aspects, identification of the communicative purpose and the processes of textual interpretation. In this way, the understanding and interpretation of texts is addressed through the technological tool Nearpod, interactive and dynamic activities with the use of technology and educational platforms, which capture the student's interest in reading. This resource makes it easier to understand readings, statements and thus correctly solve each activity. Furthermore, the reading process proposes the development of complex skills with a critical and reflective level of the world. This strategy allows students to investigate, identify, classify, understand and interpret texts and highlight the cognitive linguistic skills they use. Likewise, Nearpod enables a high level of student participation, evaluating learning in an interactive and collaborative way. Including this tool in the development of pedagogical meetings facilitates the acquisition of learning, the creation of participatory spaces and the formulation of tests to identify appropriate knowledge and evaluate the progress of students. The implemented methodology acquires a qualitative approach, since it reflects on the situation presented in reality. Explains how the events happened through observation, analyzing each context, to complete the reality under study. The participants in this research were seventh grade students, who were receptive to the activities and strategies implemented to strengthen the understanding and interpretation of texts. The results obtained are satisfactory, thanks to the exercises proposed to mitigate and reinforce the shortcomings found. Finally, the built project allows progress in the academic performance of students, increasing the level of understanding and interpretation of texts, through the use of the Nearpod platform as an interactive and didactic device for the development of learning.