INTERAMERICAN UNIVERSITY FOR DEVELOPMENT

WITH STUDIES, RECOGNIZED BY THE SECRETARY OF

PUBLIC EDUCATION (SEP), ACCORDING TO AGREEMENT No. 20091322
DATED DECEMBER 8, 2009

DESIGN OF A BLOG 'MEL' WITH PLAYFUL ACTIVITIES FOR

STRENGTHENING THE LEARNING OF READING COMPREHENSION
IN THE 6TH GRADE STUDENTS OF LIC. JESUS PRIMARY SCHOOL
HEROIC KINGS

INTEGRATIVE PROJECT

Master's in Education

PRESENTS:

M. EN C. Adriana Hernández Reyes

Mtro. José Guillermo Bernal Saldaña

Mtro. Andrés Rivera Rodríguez

STATE OF MEXICO, AUGUST 2017

1
 INDEX

INTRODUCTIONN ......................................................................................................................3
BACKGROUND.....................................................................................................................4
STATEMENT OF THE PROBLEM...................................................................................8
OBJECTIVES.............................................................................................................................11
General.................................................................................................................................11
Specific11
JUSTIFICATIONN 12
THEORETICAL FRAMEWORKO14

CHAPTER I LEARNING THEORY14

1.1.- Cognitivismo.........................................................................................................14
1.2.- Constructivism..........................................................................................................15
CHAPTER II TECHNOLOGICAL ASPECTS RELATED TO THE
TIC INTEGRATING PROJECT.....................................................................................17
CHAPTER III INSTRUCTIONAL DESIGN AS A RESOURCE IN
ARGUMENTED PLANNINGA 18
CHAPTER IV NEW TECHNOLOGIES AS SUPPORT IN THE
DEVELOPMENT OF TEACHING-LEARNING19
METHODOLOGY.....................................................................Error! Bookmark not defined.
Method:21
a) Hypothesis21
b) Research design..................................................................................22
c) Population...............................................................................................................22
d) Competency-based assessment.............................................................................22
e) Instrument............................................................................................................23
f) Showa 23
g) Place where the proposal will take placea 26
h) Relationship with face-to-face and online subjects.............................................27
1.- Curriculum......................................................................................................................27
2.- Educational statistics....................................................................................................27
3.- Educational multimedia production28
4.- Educational communication..............................................................................................28
5.- Educational evaluation29
6. Research workshopn ...................................................................................................29
PROPOSAL30
a) Description of the proposala...................................................................................30
CONCLUSIONS 35
REFERENCES.......................................................................................................................39
ANNEXES43

2
 INTRODUCTION

In the official schools of the State of Mexico, it has been noticed that the students

they face difficulties when reading textbooks as they omit or increase letters,
they mispronounce the word or do not respect the punctuation marks which leads to not
completely understand the exact content of the reading.
That is why a blog is designed in which 6th grade primary school students
carry out various activities prior to the approach to reading, the confrontation
with the text that allows them to understand its content and its assimilation so that
with the frequent practice of these activities strengthen them when performing readings of
of diverse nature facilitating the achievement of different levels of understanding.
The objective is focused on proposing engaging playful activities to strengthen the
reading comprehension and fostering the understanding of knowledge through
writing around the text.
According to the INEGI reading module, the statistics in Mexico is 4 out of 10.
people read frequently, the average number of books read per person is
2.9, which indicates that most people prefer to spend money on
things of various kinds that are in a book.
The group of 6th D of the Jesús Reyes Heroles Primary School located in
Valle de Chalco, which is an already established group, of a quasi-experimental type since
allows studying problems in which absolute control cannot be maintained
situations, but the aim is to have as much control as possible.
This work is based on two paradigms, the first is
Cognitivism since it underpins the fact that the individual has knowledge
of the world and become aware of their environment, as well as their outcomes; and second
Constructivism from Ausubel's point of view, which proposes learning
significant which is achieved by relating the new knowledge with the
that already belongs to the subject.

3
 BACKGROUND

Reading is an essential factor in human life as it is access to the

acquisition of knowledge that is acquired from an early age and is maintained from
for life.
For years, reading strategies have been addressed in educational institutions.
to eradicate the problems that have arisen over the years, it is because of
Hello, the teacher must take ownership of what the Curriculum and Study Programs entail.
2011 requires the student to: "Read and understand a variety of texts from
medium difficulty and can notice contradictions, similarities, and differences between the
texts that address the same topic
However, according to data provided by the OECD in 2016, Mexico ranks in place.
55 in reading according to the Evaluation Program
International Student Assessment (PISA).
In the educational field of the State of Mexico, it has been demonstrated that students

They present severe deficiencies in reading as they read syllabically while doing so.
they omit, invest, or increase letters which implies little or no understanding
of the text.
It is important to note that reading is for Margarita Palacios (1996) "process
interactive communication in which a relationship is established between the text and the
reader, who by processing it as language and internalizing it, builds his own
meaning. In this context, reading is established as a constructive process when
to recognize that meaning is not a property of the text, but rather that the reader does it.
build through a flexible transaction process in which as it goes
reading, it assigns a particular meaning to the text according to its knowledge and
experiences in a specific context.
This is why a complex process is required in which the student must engage.
In the game, all processes to reach metacognition are involved, due to this,
establish a blog that allows the development of comprehension skills
reader.

4
Due to this, it is important to review the work that the teacher does in front of the
students who are in the reading process as they must review their knowledge
acquired, personal skills and experience in this task.
This is why, as Emilia Ferreiro (1975) suggests, it is important to understand
how children interpret written signs or graphics, how they
they conceptualize and how much they know about them, as well as perceiving the incidence that
its environment has in its meanings, a fundamental role in the improvement of its
performance. The student learns to read from what is presented to him, that is why
that from home he should be motivated to learn to read and to verbalize it in a group
it represents greater meaning. Based on this, teachers must implement
Strategies to increase your vocabulary which will allow for better fluency when reading.
Considering that technology is of great importance today for the
Students will use digital media to support their understanding process.
reader.
According to Campuzano (1992), 'a didactic resource is a material that has been designed
to help and facilitate the educational work of the teacher and at the same time provide
to the student new ways to learn significantly" all of this with the
the purpose of proposing learning in an innovative way, avoiding monotony and
awakening interest.
According to García (1988), educational resources must have:
Structures that work perfectly during their handling.
effectiveness. In educational software, these structures refer to the system of
symbols: which are textual, iconic, and auditory and are used in videos
where voices, music, and some texts appear. Another of the structures within
The teaching resources are the material content in which it is wrapped
software integrating structural semantic elements and didactic elements
as application exercises and finally the technological platform that
serves as support and acts as a mediation tool to access the
material.

5
An important element in this project is the work done by Gloria Catalá and
collaborators in 2001 where he presents "ACL Tests for Evaluation of the
reading comprehension”, where it presents a series of tests suitable for each grade
and where are the levels of literal, inferential, organizational comprehension measured?
criticism.
Students look for technological tools that they like, whether for the images.
or how fun it could be if they had access to it. The blog is a
excellent medium as it allows you to interact and learn at the same time.
Blogs support E-learning, establishing a communication channel.
informal between teacher and student, promote social interaction, equip the student
with a personal medium for the experimentation of their own learning and, by
finally, they are easy to assimilate based on some prior knowledge about
digital technology.
The term Blog (derived from the English word Weblog), or Logbook in Spanish,
refers to websites that are updated periodically and collect chronologically
texts or articles by one or more authors where the most recent appears first,
with a particular use or theme, always preserving the author's freedom to leave
published the what create relevant. (Rabbit, 2006).

Pipo Club Mexico blog that was created on August 27, 2013 where
They present readings at different levels and it can even be printed if desired.
You can even do the activities online, only that to access them
you need to register for free (DEMO) or pay a certain amount depending
the package that you need.
Blog deMa José Reyes is a very complete page as it presents a manual for
teachers with more than 60 readings, reading comprehension activities and even
it contains interactive readings, includes a section where practices are carried out
intensive reading. It can be accessed without major problems, no requirement for
correo electrónico.

6
BlogLittle things of AL and PT recently created, its creators are Cristina Miras and
Lina García presents a series of readings that can be printed. Some of them
they are focused on certain topics of the classroom. Initially, it was intended for
students with needs and currently encompasses preschool and primary education.

My classroom is designed for parents, teachers of students with

specific educational support needs, that is, there are activities for it
theme to be addressed.

BlogComprensió[Link] was created by Andrés Calero in 2017, and what

propone es tomar conciencia de la estructura del texto que leen, el que
learn to make inferences, question yourselves about the content of
reading, or develop the habit of clarifying the meaning of words
unknowns using the semantic hints that the text itself offers.
Por lo que a continuación se describe la investigación que se propone para diseñar
a blog with playful activities to strengthen the teaching of comprehension
reader among the 6th grade students of Lic. Jesús Reyes Heroles primary school.

7
 STATEMENT OF THE PROBLEM

According to official figures, more than 97.2% of the Mexican population is

finds alphabetized (National Institute of Geography and Informatics–INEGI–,
2015), that is, he/she can read and write thanks to Basic Education having fulfilled
with relative success the teaching of the code of reading and writing. However, it is worth mentioning

It should be noted that this institution reports exclusively to those individuals capable of
decoding texts and does not evaluate processes of production and written comprehension. In
contrast, when these processes are taken into consideration it is found that
many students, even those who enter higher levels, read and write of
deficient manner (Díaz Barriga and Muriá, 1996). That is to say, students are not
aware of the value of writing nor learn to use it in a sophisticated way to
carry out social and communicative activities in a variety of contexts
cultural (Goodman, Lillis, Maybin, and Mercer, 2003).
This concerning panorama has been confirmed by recent assessments.
example, those carried out by the Organisation for Economic Co-operation and Development
(OECD) with the PISA test or the Examination of Educational Quality and Achievement

(Excale) from the National Institute for Educational Evaluation (INEE). In this
meaning, the investigations carried out by the INEE (2006 a, b, 2007), through its
Excale test shows that 63% of sixth-grade students, 43% of
Third and 56% of third-year secondary students have writing skills below average.
of the expected minimum, particularly regarding types of discourse and functions of the text. The

results reflect greater deficiencies particularly in textual strategies

(coherence, textual integration and effective management of textual structures) and
conventionalities of the language (cohesion, consistency between gender and number,
spelling, punctuation, and segmentation) (INEE, 2007). In addition to the results
reported in INEE studies, other national research confirms that
students have deficiencies in the areas of semantic knowledge,
syntactic and pragmatic elements necessary in the process of written expression. Such is the
case of some studies on text writing in fourth, fifth, and
sixth grade (Ibarra and Guzmán, 2003; Mazón, 2006; Mazón, Rojas Drummond and
Vélez, 2005; Peón, 2004
8
At the Lic. Jesús Reyes Heroles Primary School located in Valle de
Chalco, the majority of the population comes from various parts of the republic for
what needs to be deepened in knowledge so that these students integrate and
develop their prior knowledge to the knowledge acquired within the
classes through attractive and impactful tools for them to apply in their
daily life.

In the classroom, teachers are sometimes limited in terms of

strategies due to the lack of sufficient time and the material is not adequate because of
new resources must be implemented that help and motivate the student.

It has been observed that children do not have the habit of reading because, for a
On the contrary, parents do not function as models for frequent practice of
this action, on the other hand, students prefer to watch television, play instead of reading
on their tablet or with their mobile devices.

On other occasions, it has been noticed that the students who have managed to acquire
fluency in their reading, at the end of the text, they have not understood its content,
they forget the details or deduce certain aspects, which makes one think that it has
taught strategies to decode and automate reading.

This means that the student is not in a position to activate the knowledge.
prior to the topic that has been read or due to the student's limited vocabulary which
prevents the establishment of relationships between what one knows and what one wants to read, this

It is essential for the meaning of reading.

In the classrooms, teachers seek strategies that motivate students to read and with
Hello, understand what you read, these strategies are intended to have such an impact.
that outside the classroom I took him to practice it, with the same intention as the school, without
embargo, it is not like that since some students forget how to do it.

9
From there arises the need to generate teaching strategies that have the
ability to capture students' attention and promote a liking for
reading, fostering the achievement of levels of reading comprehension.

The Blog will contain educational exercises from various readings that will
will allow access, literal, organizational, inferential and critical comprehension.

Therefore, the following research question arises: Is the design of a blog

“MEL” with playful activities will strengthen reading comprehension in the
sixth grade students at Jesús Reyes Primary School
Heroles?

10
 OBJECTIVES

General

Design a blog "MEL", with playful activities to strengthen learning of the

reading comprehension in 6th-grade students of Lic. Jesús Reyes primary school
Heroles

Specific

1. Diagnose the reading comprehension level of the students.

2. Design and development of playful activities to strengthen learning of the
reading comprehension.
3. Evaluation of the achievement level of each sixth-grade student
group D of the primary school Lic. Jesús Reyes Heroles.

11
 JUSTIFICATION

During the years of teaching practice it has been seen that students are
difficulty in reading, the deficiencies in reading and writing are
a lot, and this worsens their academic performance due to the lack of
understanding and reasoning of what they read or write, the lack of practice
diminish the acquisition of their knowledge, to the extent that it is presented to them
the challenges that have been a fundamental part of growth and performance that
they should have, however, there is a possibility that this will decrease when applying
other strategies that are complementary to their education and would come to
modify their reading style how it would be the application of technological strategy or the use
software in literacy would be a great support if it modifies its
behavior and at the same time, changes its sense of observation when reading its
readings and understanding of them.

All of this combined with the fact that it currently causes a big problem for children to open a

book for constant reading and if they choose a book they prefer one that contains
large drawings and few letters.

The results provided by PLANEA 2015 regarding reading comprehension are that
only 12% of the students show mastery. This leads to thinking that
The students show deficiencies in their understanding.

Considering that students like technology, it has been decided to design a

blog with attractive images that allows you to see the reading level you are at
acquiring by making use of this.

The blog will benefit 43 students from the Lic. Jesús Reyes Primary School.
Heroes of Valle de Chalco, who when interacting with this medium will observe their level of
reading and therefore the understanding of each of the texts.

12
The students of the school have shown low results in the exams.
Reading is why, if applying this type of blog with first-year students
sixth grade could see better results throughout their academic life.

This project will allow teachers to observe the reading level of each student.
students and, at the same time, they will carry out fun readings that will allow them to read
with fluency, intonation, and with the aim of understanding each of the texts. Thus, when
facing a written evaluation, the student should read and not just answer for the sake of answering

but because he has really understood the text.

As exercises are done consecutively with the blog, it will be possible to

fill some gaps that have been left in their acquisition process
reading comprehension, because both the students and the teacher will observe their
you progress day by day, as it will be measurable.

The student while working on the blog:

1. He/She will exercise his/her eyes by performing various activities before reading.
By performing readings from lower to higher complexity, it will motivate him to advance.

to know, to increase your vocabulary and at a given moment to comment about

her, giving an objective point of view.
3. Enhance your reading ability.

13
 THEORETICAL FRAMEWORK

CHAPTER I LEARNING THEORY

1.1.- Cognitivism
It was proposed by Vygotsky and Piaget and is based on the cognitive development of the student.

there is an individual preparation of the student through their senses and of

knowledge that is interrelating with educational practice and with the management of
the tools they have at their disposal to control their learning through
of a personal cognition.
According to Ferreiro (1996), 'Cognitivism is mainly based on a'
mental representation of the cognitive categories or dimensions: as
la inteligencia, el lenguaje, el pensamiento que realizan un procesamiento de la
information, how mental representations guide acts (internal or
externals) of the subject with the environment, but also how they are generated (constructed)

such representations in the subject that knows.

Considering what the author says, it can be said that each of the
cognitive dimensions will allow the student to understand their processing when performing the
reading and in the same way, understand what he is reading. Once the student
this process, both internal and external, will generate the new
knowledge encouraging them to read not just out of obligation but for pleasure, all of this
it will result in an increase in your vocabulary that will ultimately lead to fluent reading and
the understanding of the various texts that are presented to him in his academic life.

Cognitivism is aprocessindependent that consists of decoding the

meanings to acquire long-term knowledge and develop strategies to
to be able to think freely, investigate and learn, and this makes every subject
valuable in itself.

Leflore (2000) "In cognitive theory, maps, sketches, and the

Graphic organizers are means to represent cognitive activity. The
People build frameworks or schemes to help themselves understand reality.

14
Although each individual has different schemas, it is possible to guide their formation and

structuring
The aforementioned indicates that once the frames have been created
schemas in the person will be able to better understand reality, starting from the
The mental construction developed in the child will help him understand what is
it presents to him, that is why the child can be motivated to take an interest in reading,
Having done it in previous years in the best way and for some
circumstances became an obligation rather than a pleasure. It is intended to change.
the conception of boring reading to a fun and interesting reading of which
you can obtain great benefits.

Cognitivism holds that learning is a process in which ...

internal modification of meanings, intentionally produced by the
individual as a result of the interaction between information from the environment
and of the active subject.

1.2 - Constructivism

Ausubel (1963) suggests that the individual previously has certain information once
that relates it to the new information performs an anchoring process that allows
meaningful learning.

Ausubel mentions that to learn one needs to understand and for that, it is necessary.
it is important to consider that the student already knows about what he or she is required to teach,

therefore it is important to design "pre-computers" which will facilitate a bridge

cognitive or anchoring which will allow students to establish relationships
significant with the new contents.

Carretero (1993) following Vigotsky's idea comments: "The idea that maintains the
individual in both the cognitive and social aspects of behavior as the
affective is not produced by the environment, but is rather a self-construction that
It is occurring day by day as a result of those two factors.

15
This means that the child has been able to construct new information from
the one she already possesses.

Since the student has been able to build their knowledge, it is important
mention the levels of reading comprehension that must be achieved based on the
readings presented on the blog.

At the literal level where the student focuses on explicit ideas and information from the
text for what it should be:

Distinguish between main and secondary information.

Cause–effect relationships.
Identify analogies.
Follow instructions.

At the Reorganizative level, the student analyzes, synthesizes, and organizes the information of

text.
Segment a text.
Find subtitles in paragraphs of the text.
Rearrange texts.
At the inferential level, the student will use it when linking explicit information between
two texts
Predict outcomes.
Ingest the meaning of unknown words.
Infer logical sequences.

At the Critical level, the student will provide responses that indicate an evaluative judgment of

according to the ideas of the text.

Make judgments about behavior.
Distinguish a fact from an opinion.
Analysis of the author's intent.

16
CHAPTER II TECHNOLOGICAL ASPECTS RELATED TO THE
INTEGRATING ICT PROJECT

Over the years, it has been observed that technology has been evolving.
giant steps which have served in various areas to improve quality
of work. In the case of Education, technology has been implemented as a
way to improve student learning as it promotes retention of the
long-term knowledge.
"Educational technology involves the use of communication and information media in
the educational processes with the aim of facilitating the teaching processes and
learning by solving some problems of motivation and student interest, already
that these come into contact with factors that are familiar to them such as the
television, radio, computer, internet, etc., through educational projects
implemented to search for the quality of basic education" Cituk (2010).

A multitude of multimedia applications have been developed, with different objectives and
pedagogical functions. Thus, we have: multimedia encyclopedias, stories
interactive, educational games, multimedia tutorial applications, etc. The purpose
of multimedia applications can be predominantly informative or
formative, thus Bartolomé (1999) distinguishes two large groups of multimedia:
Informative multimedia: among which are multimedia books or stories,
multimedia and hypermedia encyclopedias and dictionaries.
Training multimedia that are exercise and practice programs, tutorials,
simulations, creative workshops, problem solving, treasure hunt, WebQuest,
by Wiki.

17
CHAPTER III INSTRUCTIONAL DESIGN AS A RESOURCE IN PLANNING
ARGUMENTED

Instructional design involves planned and organized teaching, which allows

facilitate learning.
For the development of this project, the ASSURE Model is proposed, which is based on
the contributions of Robert Gagné who describes how the process is made easy for
apply it in the classroom.

This model consists of 6 steps: (Schrum, L.; Williams, P.; [Link]. n.d.)

One of the advantages is that it serves as a guide for the conduct of instruction and allows
to contemplate the different learning styles of students.
The present design will allow me to determine the characteristics of my students.
achieve the objectives, using materials suitable for the scenario, and therefore to the
providing answers will be assessed to verify that it has been achieved
learning.

18
CHAPTER IV NEW TECHNOLOGIES AS SUPPORT IN THE
DEVELOPMENT OF TEACHING-LEARNING

The use of technology has been implemented in primary education schools.

(TIC) with the purpose of "Developing the human potential of Mexicans with
quality education", which is why more and more teachers have dedicated themselves to
task of implementing the use of material within your educational practices
multimedia with the aim of ending the traditional practices that encouraged
in the student the passivity.
With the use of these resources, the intention is to motivate, awaken interest, and the
student's imagination, in the same way, if by applying it allows them to carry out
activities individually and in groups, which allows for socializing and broadening their
knowledge.
The teacher, by using multimedia resources, will cover both the needs and
the learning styles of students, thus fostering learning
significant.
Sancho (1998) proposes that the planning of educational innovation proposals
with support in these new technologies, one must consider how it is situated
usuario ante la herramienta, qué actividades de aprendizaje realiza, qué valor
educational they have, what role are they playing in the process of acquisition or
elaboration knowledge.
The didactic act, according to Marqués (2001), proposes the following scheme using the
ICT in the classroom.

19
The teacher in their lesson planning through their various activities using
ICT tends to motivate, guide and inform students, once completed, it
carry out the evaluation to verify that the objectives have been met, without forgetting
that has been significant and functional for their daily life.
The use of new technologies will allow the student:
Having more information available through the Internet than what is currently available
simply the campus library.
2. To have access to updated information.
3. Establish collaboration projects with students and professors from other campuses
or from other universities, both from our country and abroad.
4. To be able to individualize your learning using telecommunications.
5. Possess knowledge and mastery in the insertion of techniques and means for the
training in any space and time, that combines face-to-face training with the
distance learning.
In teaching planning, various should be [Link] motivate to
the students to continue researching.

20
 METHODOLOGY

Method:

The quasi-experimental method is particularly useful for studying problems in the

one cannot have absolute control over situations, but one intends to have it
the greatest possible control, even when using already formed groups. That is,
the quasi-experiment is used when it is not possible to perform random selection of
the subjects participating in these studies. Therefore, a characteristic of quasi
experiments is to include 'intact groups', that is, already established groups. Some
of the techniques through which information can be collected in a study
quasi-experimental are standardized tests, interviews, the
observations, etc. It is recommended to use the pre-test as much as possible,
that is, a measurement prior to the application of the treatment, in order to analyze the
equivalence between the groups.

a) Working hypothesis
Reading comprehension learning will be greater in sixth grade students of
group 'D' of the Jesús Reyes Heroles primary school that uses the blog 'MEL' that
those who do not use it.

a.1) Null Hypothesis:

Reading comprehension learning will be the same for sixth grade students of
group "D" from the Jesús Reyes Heroles primary school that uses the blog "MEL" which
those who do not use it.

a.2) Variable Dependiente:

The learning of reading comprehension. (Metacognition, self-monitoring,
generation of questions, identification of main ideas, ability to synthesize

a.3) Variable Independiente:

Use of the blog "MEL"

21
 b) Research design

Qualitative focused on the quasi-experimental part. This methodology to me

it will allow estimating the impact that the project will have on the students. Thus
Likewise, individual cases can be used which will allow for an analysis.
deeper.

c) Population

The Lic. Jesús Reyes Heroles Primary School has a total enrollment of
1,156 alumnos. (Dato proporcionado por el director de la escuela)

d) Competency Evaluation
This type of evaluation requires the integration of knowledge.
specific, skills, abilities, mental skills, and certain attitudes
to achieve the goal.
Partial
It refers to the application in a specific group.

The project is assigned to the sixth D group of the primary school.

Lic. Jesús Reyes Heroles.
Type
Diagnosis: allows the teacher to determine the level of learning of the students.
Students. The prior knowledge of the students regarding
on a given topic.
At the beginning, the test application 'Evaluation of the' will be presented to them.

Reading Comprehension by Gloria Catalá.

Formative: it allows the teacher to determine what their students have learned,
what they lack to learn and how the development processes are going

22
 competencies.
Throughout the project, what the student has learned will be evaluated.
Final: allows the teacher to determine the competencies that the student and the
students reached during the degree or level.
A standardized test will be applied to determine the level achieved by
the students

e) Instrument
Written exam: it is the evaluation technique traditionally used. The
student in these tests receives a series of requests that must be answered or
resolve, depending on whether it is theoretical or practical, within a period of time
determined.

f) Sample

The 6th D group has 43 students, 20 boys and 23 girls.

they range between 10 and 11 years.
Out of the total number of students considering the learning styles, 12 are visual.
3 intrapersonal, 15 verbal linguistic, 3 logical mathematical, 3
interpersonal, 4 kinesthetic and 1 musical. (ANNEX 1)
Of the 43 students, 33 of them show solidarity with their peers, 20
They are generally empathetic, 27 of them are tolerant, in a specific case 3.
they tend to throw tantrums and/or get angry abruptly when they don't win in
their games, 16 participate constantly in the classes, the others
they do it sporadically because in previous years they were mocked for it
his comments. That is why some share their experiences.
7 students constantly use technology in their work, 8 do it.
Sometimes and occasionally the rest do it since they do not have access
at home.

23
In the diagnostic exam of the subjects, the following results were obtained
calificaciones:

Students with an average lower than 5 44

Students with an average between 5 and 6 5
Students with an average between 7 and 8 1
Students with an average between 9 and 10 0

The graph shows the performance level of the 6th grade students D (ANNEX 2)

12

10

6 Alexis
Christopher
4
Jasmine
2 Alan Israel
Brandon
0
Jonathan

AREAS

24
 The current graph shows a sample of the students' progress once
integrated technologies into the classroom. The performance of the 6th D students is observed. (ANNEX)
3)
Likewise, the 'Reading Comprehension Assessment' was applied in the month of August.
from Gloria Catalá obtaining the following results. (ANNEX 4)

Levels of Reading Comprehension

Students who require support 34
Students within the norm 9
Moderately high 0
High 0
Very tall 0

READING COMPREHENSION
0 0 0
Students who
they require support
9
Students inside the
normality
Moderately high

High

34
Very high

25
g) Place where the proposal will be carried out

Primary School 'Lic. Jesús Reyes Heroles' located at Poniente 1B s/n,

Colonia San Miguel Xico 2nd Section, Valle de Chalco, Solidaridad.

Taken from Google 2016

ENTRY OF THE PRIMARY SCHOOL 'LIC. JESUS REYES HEROLES'

26
 h) Relationship with face-to-face and online subjects
The work is related to the subjects as it allows them to visualize from
a clear outlook on where the project is headed, which should be
take into account for the application and functionality of it, as well as the
study of the users on whom I intend to achieve an impact.

1.- Curriculum
The curriculum understood as "a consistent set of technical elements,
materials and personnel that the school uses both inside and outside its classrooms,
to guide the methodical process of teacher-student interaction with society and the
cultural heritage, in relation to the desired learnings or cultural changes in
the students” Viola Soto 1976.
The curriculum in primary education requires that the student be skilled in
reading comprehension is why it should use various methods that allow it
achieve the objectives. In this case, getting the students to carry out readings of
various texts understanding what they contain and being able to express their point of view
view regarding this.

2.- Educational statistics

La estadística tiene vital importancia dentro del ámbito educativo ya que ayuda a las
planning, forecasting and decision-making activities.
At work, the aim is to analyze the percentage of a group of students.
students who have made progress in understanding, those who have not
achieved to determine the necessary mechanisms to enhance their understanding.
Analyze the level of comprehension presented by each of the students from a
start (diagnosis) to the conclusion (accountability) of the course.

27
3.- Educational multimedia production
La sociedad en la que el alumno se ve inmerso ha propiciado que cada vez más se
get involved in the new technological trends that have allowed you to access
different types of information, which may or may not be useful.
In education, it has been very useful as it has allowed the creation of new programs.
to support the teacher in addressing a topic, or for the student to be able to
exploit your creativity using various software.
The importance of using them in class is that it awakens interest in the students,
motivation, initiative development, greater communication, and cooperative learning.
In interactive multimedia materials, it allows the student to make it meaningful.
learning because it analyzes, practices, and provides feedback on the information given to it

presents and this will allow them to apply it in their daily life.

4.- Educational Communication

The media in recent decades have served to influence the
way of thinking and acting of people, managing to modify some behaviors,
the approach to knowledge and to what surrounds it.
That is why it is considered that the means of communication used in the classroom
it will serve as a mechanism to change the way students learn
avoiding traditional teaching.
In this case, the Schramm Tube is revealed, as Schramm states
the communication process is bidirectional, the sender and the receiver
they constantly exchange their positions during the process, no
not just a message but a group of the same through verbal or non-verbal codes
verbal

28
Ana Sylvia González Orta

5.- Educational assessment

The evaluation is a certain process that allows us objectively or subjectively to
design, plan and make decisions for a measurement or knowledge of actions,
objects or people. For the purposes of the project, the evaluation will allow to detect the level

of reading comprehension in which the students are found and based on that design
strategies that allow achieving the objectives.

6. Research Workshop
For the development of the project, several processes were carried out that allowed
identify, contextualize, systematize, and propose real and well-founded solutions
to the problem stated here.

29
 PROPOSAL

a) Description of the proposal

The project is proposed to improve and achieve the learning of the students.
primary. This proposal has the following characteristics to carry out activities
prior to the approach to reading, improve reading fluency and understand the
content of the reading, which aims to propose a technological tool
that contributes to or enriches a different view of the students on the
implementation or the application of technology. In this way, it will be implemented.
a CD that motivates students to improve their reading fluency and to understand
content of readings from different areas.
It is part of the Cognitivist theory because it proposes that the
student will establish a connection with their internal vocabulary to reproduce the
letters and therefore understand what is being talked about in the text.

The activities outlined in the blog are proposed in 3 stages: the first
to carry out preliminary exercises such as reading with the eyes, pronunciation of letters like b and d

in a frame, reading from top to bottom, in a pyramid, intersperse words to

to form sentences or a story, etc.; at a later time, to carry out the reading of
text and thirdly answer a series of questions with this it will be evaluated the
different types of levels of understanding (literal, organizational, inferential and)
critic). Depending on the level at which you are, you will be able to access levels
taller.

30
31
1.

2.

32
 3.

SCHEDULE

The reading is carried out through the following activities:

33
The reading takes place through the following activities, due to the fact that it
analyze a complete book, in class, there will be preliminary activities that will reinforce the
content of the same.
Subject Purpose Transversality
Spanish Understand the aspects Spanish
Book: A Thousand Cranes centers of a text (theme, Identify and use information
events, plot, characters specific of a text for
involved. solve problems
concretes.
History.
Knowing the effects of the
Hiroshima bomb and
Nagasaki in the Second
World War.
Sequence Time Resources Evaluation
The knowledge will be activated. 10 min Blackboard Observation
previously asking him if he knows the Down jacket Participation
cranes. In plenary, it will carry out its
contributions. Projector Preparation
You will be asked to read the title of the book and
Computer needs
Comment what you think the book is about.
The video 'Hiroshima' will be presented to you. 10 min triptych with the
after the bomb Leaves of information
He/She will comment in teams what colors relevant.
it happens around the video. 45 min
You will make a triptych with the Questionnaire Questionnaire
presented information. 10 min final
Open your book and start reading at
loud voice. 15 min
Daily reading will be done at home,
you will constantly be asked about it
what you have read.
You will complete a questionnaire about the book.
2 weeks
read, in the end.

34
 30 min

CONCLUSIONS

The blog is implemented with the purpose of encouraging students to show interest in the
reading, far from being a nuisance, may be to your liking so that it leads you to read

frequently.
The blog will contain various activities that will allow the 6th grade student
practice with engaging activities before reading the full text.

The designed activities are engaging for the student in such a way that when
interacting with them will motivate them to continue reading.
After carrying out the activities, the progress of each one should be noticeable.
one of the students to verify the impact it has had on them
implementation of the blog.

The cognitive paradigm shows us that based on the associations that are
they are established from the approximation with the information the subject learns, it is

Reinforcement is important because it allows for feedback on their responses which

become a motivator. This paradigm allows for the acquisition and reorganization of the
cognitive structures through which people process and store the
information.
The constructivist paradigm suggests that based on the knowledge that one has...
student and through a cognitive bridge manages to link knowledge that is
significant and applicable to your life.

35
In the case of reading, the student has had contact throughout their academic life.
with texts of various kinds which has led to the creation of a dictionary
that, when approaching other texts, will resort to that bank of words,
will allow them to be recognized and when verbalizing them will be in a correct manner.

It is a quasi-experimental work because there is no randomization of the subjects.

subjects to the treatment or control groups, that is, there is no way to ensure the
initial equivalence of the experimental and control groups, groups that are already taken
they are integrated so that the units of analysis are not assigned randomly or by
random pairing.

If Levels of Reading Comprehension

Students who need support 30
Students within the norm 8
Moderately high 5
High 0
Very high 0

he/she will work with 6th grade students from Lic. Jesús Reyes Heroles Primary School
due to the detection of certain limitations in its reading, in order to
motivate them to approach reading through various playful strategies.

When conducting the final reading exam, it was observed that the students
they increased their level of understanding as shown in the graphs:

36
As we can observe, the number of students at the low level
It decreased and we found that 5 students moved up to the moderately high level.

To detect the level at which it progressed in each of the levels of understanding

the following graphs were made
Diagnostic exam

The students scored higher at the literal level, in second place, at the level
inferential, in third place, at the reorganizational level and finally at the critical level.
Final exam

37
The students scored higher on the inferential level questions.
second place, at the literal level, in third place, at the organizational level and finally
at a critical level.
The previous graphs show us that there was significant progress in each one.
of the students, however, more attention is required as they did not manage to
reach the critical level: deduce, express opinions, and make judgments.

The blog will allow me to eradicate a problem that has been marked for years in
elementary school children often make gestures when presenting a text.
of disgust and discontent since they either don't like the title or upon seeing many
Words or how long they are show laziness.

The approach with the students will be in two ways: on one hand, using the
technology since they are more immersed in its use, and on the other hand
with attractive playful activities that will motivate him to approach reading.

One of the contributions to the institution is that space could be opened for the
other grades since I believe that support from a young age would motivate the
change of attitude towards reading and the progress would be more significant.

38
The blog will not be the panacea, but when verifying the results with this first
group, it could be done from the first approach to primary school.

REFERENCIAS

Ávila Muñoz Patricia "Read well to write better: Teaching strategies for the
teaching of reading and writing. National University of Education
Distance Spain.

Aguirre de Ramírez, Rubiela. (2000). "Difficulties in learning to read and the

writing."EDUCATE, Articles, Year 4, No. 11. October, November, December.

Ausubel, D. (1963). “Educational Psychology: a cognitive viewpoint”. Publisher

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Barrera, Vilchis, and Prado (2009). 'Information and Communication Technologies'

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Bartolomé, A. (1994) 'Interactive multimedia and its possibilities in education'

superior Pixel-Bit. Magazine of media y education 1 5-14.
[Link]

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Campuzano, (1992) The resource didactic y sus components.
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[Link] [Consultation made on:
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Enrique Calderón Alzati. (July 8, 2017). Ignorance, education, and textbooks.

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Ferrero, Emilia "The new technologies (ICT) at the interface between libraries and
"public school", paper presented at the Third International Meeting on
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Conaculta, November 18-19, 2005, in the magazine El Bibliotecario, Conaculta-DGB,
January 2006.

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[Link]

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García Escorche, Alfredo Antonio. "Approach to the use of the Blog as a resource of
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6 de agosto del 2016 a las 10:30 am.
The online Journal, 21, 1. July 13, 2017, From Google Database.
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Palacios Gómez, Margarita y otros. (1996) La lectura en la escuela. México: SEP,.
pp. 19-20.

Peggy A. Ertmer and Timothy J. Newby (1993) "Behaviorism, cognitivism and

constructivism: a comparison of the critical aspects from the perspective of
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Revista de Investigación en Psicología - Vol. 15, N.º 1. Lidia Sotelo, Noemí Sotelo,
Carlos Sotelo, María Matalinares, Carlos Arenas, Tomás Caycho "Effects of a
interactive experimental program to improve reading comprehension in a
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Sancho Gil, Juana Ma. (1999) "Is the medium the message or is the message the medium? The
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SEP (2011). Study Programs 2011. Guide for the Teacher. Basic Education
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teacher support. Fifth Grade. Windows.

Schrum, L.; Williams, P.; Sangrá, A.; Guárdia, L. (n.d.). Fundamentals of Design
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Universities of Latin America and the Caribbean Federal District, Organization
International

42
 ANNEXES
1. The students were given a test to determine their style.
learning of each one, which is why the results are presented.

INTERNAL CONTEXT EXTERNAL CONTEXT

Styles of Intelligences Solidarity Empathetic Tolerant Collaborative Social Participative
learning multiple o o e o l o
Yaremi VISUAL Intrapersonal * * * *
Christoph VISUAL Verbal * * * * *
er linguistics
Brayan VISUAL Logical * * * * * *
mathematics
Luis VISUAL Visual * * *
Mauro KINESTHETIC Interpersonal * * * * *
O
the
Emerald VISUALKinesthetic * * * * *
Sarahí VISUAL Visual * * * * *
Sherlyn VISUAL Visual * * * *
Carlos VISUAL Visual *
Evelin VISUAL Visual * *
Marcos KINESTHETIC Visual * * * *
O
Sahory AUDITORY Logical * * * * *
O mathematician
Virginia VISUAL Verbal * * * * *
linguistics
Jasmine VISUAL Visual * * * * *
Jesus AUDITORY Verbal * * * * *
O linguistics
Camila VISUAL Visual * *
Victor VISUAL Visual * * * *
Alexander AUDITORY Logical * *

43
 O mathematician
Alondra VISUAL Visual * * * *
Cecilia AUDITORY Intrapersonal * * * * *
O to the
Xochitl Kinesthetic Visual * * * * * *
O
Gabriel KINESTHETIC Kinesthetic * *
O
Veronica VISUAL Verbal * * * * * *
A linguistics
Brandon VISUAL Visual
Vania VISUALInterperson * * * * *
to the
Fernando KIN aesthetic Visual *
O
Mayte VISUAL Verbal * * * * *
linguistics
Armando VISUAL Visual *
Oscar KINETIC Kinesthetic * * *
O
Veronica VISUAL Verbal * * * * * *
linguistics
Israel VISUAL Visual
Crystal VISUAL Visual *
Yesenia Visual Intraperson * * * * *
to
Iván Kinesthetic Musical *
O
Alejandro KINESTHETIC Interperson * * *
O
the
William VISUAL Visual *
Uriel VISUAL Verbal * * *
linguistic
Carlos Kinesthetic Kinesthetic * * *
O
Eduardo
Yoali VISUAL Visual * * * *
Jonathan VISUAL Visual +
Rose VISUAL Verbal * * * * * *
linguistics
33 20 27 26 22 16

44
2. Diagnostic exam of the subjects applied on September 13, 2016.
(provided by the school supervision)

45
46
47
48
 3. Table of relevant aspects to consider for the development of each student
of the project.
Performance in Share It is Use the
general all of your communicative technologies in
experiences his works
Yaremi 7.2 7 7 7
Christopher 8.6 10 10 10
Brayan 7 8 8 7
Luis 7 7 7 8
Mauro 7 8 8 7
Emerald 7 9 8 7
Sarahí 7.1 9 9 7
Sherlyn 7 8 8 8
Carlos 7 7 7 7
Evelin 7 7 7 7
Mark 7.1 8 8 7
Sahory 8 9 9 8
Virginia 8.5 9 9 10
Jasmine 8.7 9 9 10
Jesus 8.7 10 10 10
Camila 8.8 9 9 9
Victor 7 7 7 7
Alexander 7 8 8 7
Alondra 7 7 7 7
Cecilia 7 7 7 7
Xóchitl 8 9 9 8
Gabriel 7 7 7 7
Verónica A 7.7 8 8 7
Brandon 7 7 7 7
Vania 7.1 9 10 10
Fernando 7 7 7 7
Mayte 7.9 10 10 10
Armando 7 7 7 7
Oscar 7 7 7 7

49
 Veronica 7 9 9 9
Israel 7 7 7 7
Crystal 7 7 7 7
Yesenia 7.5 9 9 8
Iván 7 7 7 7
Alejandro 7 7 7 7
William 7 7 7 7
Uriel 7.1 7 7 7
Carlos Eduardo 7.1 8 8 8
Yoali 7 7 7 7
Jonathan 7 7 7 7
Rose 8 10 10 10

4. Exam administered to sixth grade students in the month of

September to detect the level of Reading Comprehension in which
the students find.

50
51
52
53
 GROUP DIAGNOSIS

28 visuals
Learning styles 4 auditory
8 kinesthetic

12 visuals
3 intrapersonal
15 linguistic verbals
3 logical-mathematical
Multiple intelligences
4 kinesthetic
1 musical

DIAGNOSIS
DE 21 children
GROUP Gender 20 girls

Use of technology
63.41 % occasionally
13.63% occasionally
Skills and abilities 4.87% regularly
17.07% always

Most students have cell phones

and they only use it at home to send
Use of cell phone
messages between colleagues and for
facebook.

54
ACTIVITY CARRIED OUT WITH CMAPTOOLS PROGRAM

55
56