Abstract

JARAMILLO, Olga Johanna. Strategies for integrating a situational framework for reading comprehension of digital academic texts. sophia [online]. 2019, vol.15, n.1, pp.97-108. ISSN 1794-8932.  https://doi.org/10.18634/sophiaj.15v.1i.509.

This research is part of the project Strategies for achieving competent readers of academic texts. An interactive program of didactic intervention aimed at basic (primary school) teachers in the Quindío province, from the DiLeMa group of Universidad del Quindío, who designed a virtual interactive package for the understanding of expositive-explanatory texts in hypermedia format, based on the constructive model. integrative of W. Kintsch and van Dijk (1978); the three levels of representation of W. Kintsch (1998), the expositive-explanatory text of T. Álvarez, the subtypes of Meyer’s expositive -explanatory text (1984), and the Web 2.0. In addition, this article presents a panorama of research related to the reading of this kind of texts, using tools from the Moodle platform. The methodology is qualitative and hermeneutic-dialectic; for this, there were used three measurement instruments in order to arrive at the analysis of results, and at five conclusions as strategies that seek to qualify the situational framework in fifteen students.

Keywords : Reading comprehension; situational model; 2.0 web; expository-explanatory text..

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