<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000200332</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n2a03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores que afectan la comprensión lectora en estudiantes de educación básica y su relación con las TIC]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors affecting primary students' reading comprehension and their connection to ICTs]]></article-title>
<article-title xml:lang="fr"><![CDATA[Facteurs qui influencent la compréhension lectrice parmi des élèves d'enseignement primaire et leur rapport avec les TIC]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores que influenciam a compreensão de leitura dos alunos do ensino fundamental e sua relação com as TIC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Benítez]]></surname>
<given-names><![CDATA[Wilman Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ricardo Barreto]]></surname>
<given-names><![CDATA[Carmen Tulia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Norte  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Norte  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>332</fpage>
<lpage>354</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000200332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000200332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000200332&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta los hallazgos de una investigación mixta, con diseño concurrente, sobre los factores que afectan la comprensión lectora de estudiantes de básica primaria de 10 instituciones educativas colombianas y su relación con las TIC. El objetivo último de la investigación era poder implementar procesos de mejora en las escuelas, que contribuyan a alcanzar una educación de calidad con los recursos disponibles. Para lograrlo, se utilizaron los resultados de la prueba estatal SABER 9, durante los años 2015, 2016 y 2017. También se aplicó la encuesta de nivel de madurez en TIC en 10 escuelas de la muestra y se identificaron criterios cualitativos claves cuantificados. Paralelamente, se aplicó la técnica de Metaplan® con 67 docentes en un establecimiento de la muestra, para recolectar las opiniones sobre los dominios y causas principales que afectan la comprensión lectora, los cuales se triangularon con la teoría reciente. Se concluyó que dos factores son necesarios para mejorar los desempeños en comprensión lectora de dichos estudiantes: a) la enseñanza explícita de las estrategias de comprensión lectora, y b) la integración de las TIC para el aprendizaje. Se recomienda que estos dos factores sean focalizados prioritariamente en los planes de formación docente y se materialicen en las escuelas, así como también en los programas de pregrado en Licenciatura en las universidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article shows the findings of mixed method research project with a concurrent design, which explored the factors affecting the reading comprehension of primary school students from 10 educational institutions in Colombia. The ultimate objective of this research was to be able to implement actions to improve students' reading comprehension skills using the resources available. To achieve this objective, the results of the SABER 9 National tests for the years 2015, 2016 and 2017 were examined. An ICT maturity level survey was also conducted in 10 schools from the sample and key qualitative criteria were identified and quantified. At the same time, the Metaplan® technique was applied with 67 teachers in a school from the sample, to collect opinions on the domains and main causes that affect reading comprehension, and be able to cross these with the theory. The results of this analysis show that two factors are necessary to improve performance in reading comprehension: a) the explicit teaching of reading comprehension strategies, and b) the integration of ICTs for learning. It is recommended that these two factors be prioritized in teacher training plans and be materialized in schools, as well as in teachers undergraduate degree programs in universities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente les résultats d'une recherche mixte, au design concurrentiel, pour explorer les facteurs qui affectent la compréhension de lecture parmi des élèves d&#8217;enseignement primaire dans 10 institutions éducatives colombiennes et la relation de ces facteurs avec les TIC. L'objectif ultime de la recherche est une mise en &#339;uvre des processus d'amélioration dans les écoles, étant entendu qu&#8217;ils contribuent à une éducation de qualité avec des ressources disponibles. Pour ce faire, nous avons utilisé les résultats du test d'état SABER 9, au cours des années 2015, 2016 et 2017. L'enquête sur le niveau de maturité des tic a également été appliquée à 10 écoles de l'échantillon et les principaux critères qualitatifs quantifiés ont été identifiés. Au même temps, la technique Metaplan® a été appliquée à 67 enseignants d'une école de l'échantillon pour recueillir des opinions sur les domaines et les principales causes affectant la compréhension lectrice. Ensuite, elles ont été triangulées avec la théorie récente. Les résultats montrent deux facteurs nécessaires pour améliorer la performances de ces étudiants en matière de compréhension de lecture : a) l'enseignement explicite des stratégies de compréhension, et b) l'intégration des TIC dans l'apprentissage. Il est recommandable de donner la priorité à ces deux facteurs dans les programmes de formation des enseignants et de les mettre en &#339;uvre aux écoles, ainsi que dans les programmes de premier cycle universitaire.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta os resultados de uma investigação mista, com desenho concorrente, sobre os factores que afectam a compreensão de leitura dos estudantes do ensino primário em 10 instituições educativas colombianas e a sua relação com as TIC. O objectivo último da pesquisa era implementar processos de aprimoramento da compreensão leitora nas escolas e assim que eles contribuíssem para uma educação de qualidade com os recursos disponíveis. Para isso, foram utilizados os resultados do teste estatal SABER 9, durante os anos de 2015, 2016 e 2017. O inquérito ao nível de maturidade das tic foi também aplicado em 10 escolas da amostra e foram identificados os principais critérios qualitativos quantificados. Ao mesmo tempo, a técnica Metaplan® foi aplicada com 67 professores numa escola de amostra para recolher opiniões sobre os domínios e as principais causas que afectam a compreensão da leitura, as quais foram trianguladas com a teoria recente. Concluiu-se que dois factores são necessários para melhorar o desempenho destes estudantes em compreensão leitora: a) o ensino explícito de estratégias de compreensão leitora, e b) a integração das TIC na aprendizagem. Recomenda-se que estes dois factores sejam priorizados nos currículos de formação de professores e implementados nas escolas, bem como nos programas de licenciatura nas universidades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[tecnologías educativas]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension, reading strategies]]></kwd>
<kwd lng="en"><![CDATA[ICTs]]></kwd>
<kwd lng="en"><![CDATA[educational technologies]]></kwd>
<kwd lng="fr"><![CDATA[enseignement primaire]]></kwd>
<kwd lng="fr"><![CDATA[estratégies de lecture]]></kwd>
<kwd lng="fr"><![CDATA[compréhensión de lecture]]></kwd>
<kwd lng="fr"><![CDATA[TIC]]></kwd>
<kwd lng="fr"><![CDATA[technologies éducatives]]></kwd>
<kwd lng="pt"><![CDATA[ensino básico]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de leitura]]></kwd>
<kwd lng="pt"><![CDATA[compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias educacionais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Washer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Revisitingkeyskills: Apracticalframeworkfor higher education]]></article-title>
<source><![CDATA[Quality in Higher Education]]></source>
<year>2007</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>57-67</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
