Incidencia del modelo proposicional (Kintsch y Van Dijk) en la comprensión lectora con mediación virtual en estudiantes de secundaria y media.

Abstract

With the project called "Incidence of the Propositional Model (Kintsch and Van Dijk) in the competence of readership with virtual mediation in students of Secondary Basic and Middle Education of the Cambridge School Educational Institution of Pamplona" that was developed within the framework of the Professional Practice of the Bachelor in Spanish Language and Communication of the Universidad de Pamplona. This is given that the results obtained in standardized tests such as Saber tests show that at the national, regional and local level the competence of reading comprehension is at basic or low levels of performance which generates the need to implement a model that contributes to the improvement of that competence. The purpose of this project was to identify the impact of the Proposed Model on the development and strengthening of reading competence in tenth and eleventh graders, for which the model proposed by Kintsch and Van Dijk (1978) was taken as a reference; Descending (Goodman and Smith; 1971, 1973); (Carpenter and Just, 1983) and Daniel Cassany's Techniques for the Development of Critical Reading (2006). Using the constructivist paradigm and with the support of qualitative methodology, the interpretive hermeneutic approach and the participating method of action was made the methodological design of this proposal that was made in four stages (observation, instrument design, application and data collection and discussion) after which the description of the incidence of the Proposation Model in the population under study was made and on these results