Abstract

PENA RANILEO, Karen et al. Comprehension of written texts through collaborative work in Primary Education. Rev. estud. exp. educ. [online]. 2021, vol.20, n.43, pp.455-475. ISSN 0718-5162.  http://dx.doi.org/10.21703/rexe.20212043pena24.

This pedagogical innovation experience focused on the development of reading comprehension skills, using discontinuous or multimodal texts through collaboration as a learning strategy and competence among students in the second cycle of elementary education in the city of Temuco. During the pedagogical experience, collaboration was carried out as a learning strategy and proficiency using discontinuous or multimodal texts. This is documented through different actions developed by five student-teachers studying Pedagogy in Primary Education at the Catholic University of Temuco, detailing the participants’ evaluations of the experience. Finally, the elements that encouraged and favored the integration of collaborative work and the reading of different discontinuous texts as a regular practice in the classroom were systematized.

Keywords : Collaborative work; discontinuous or multimodal texts; reading comprehension skills.

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