Música Mozart como estrategia facilitadora del aprendizaje de la comprensión lectora en estudiantes de grado segundo de primaria.

Abstract

When, in educational terms, we think about dialogue about reading and its relationship with music, it immediately falls into different aspects associated with reading comprehension and, in music, the question arises about what kind of music should be taught in school and how to instruct this object of knowledge. In this sense, the research that aims to implement an intervention plan mediated by Mozart music for the learning of reading comprehension in second grade students at the Pablo Correa León Educational Institution –

Maria Auxiliadora headquarters in the city of Cúcuta is presented . From the theoretical point of view, it is based on Pérez Abril, (2003) on reading levels and Torres (2016) who proposes teaching with Mozart's music. Methodologically, a proposal preceded by a diagnosis has been developed for an Action Research study. For the diagnosis, a standardized test of the Ministry of National Education was applied. The results of the diagnosis reflected low comprehension indexes, which allowed to initiate a plan of action containing three workshops. One of the conclusions allows us to reflect that music is a very useful instructional medium that allowed a greater participation of children in reading activities. The application of a test after the proposal showed an increase in the scores of students in Reading comprehension.