Interactive games as an alternative of knowledge in reading
comprehension for fifth grade children.
..........................................
Los juegos interactivos como una alternativa de conocimiento en la comprensión
lectora para niños de quinto grado de primaria
Claudia Patricia Obregón Montaño
Margarita Lizalda Mena
Luz Dalia Payan Perlaza
ABSTRACT
This project is oriented to make known to the
students of an Educational Institution the
Americas, of the fifth grade (5) the intention to
show the dynamics and effectiveness of
interactive games as an alternative of
knowledge and to overcome the different
difficulties in the learning of reading. The
research will be carried out from a qualitative
approach, type of study action research, whose
instruments of information collection will be
processes that become an important tool to
advance in the understanding of reading,
recognizing the importance of the playful
activity and games as a pedagogical implement
to strengthen learning in children, and
developing motivational activities for
children's learning, from the classroom of the
fifth grade.
Keywords: tools, games, knowledge
Received: November 13, 2022
Approved: December 09, 2022
...........................................
Master in Education
Iberoamerican University Corporation
Bogotá, Colombia
cobregon@ibero.edu.com
https://orcid.org/0000-0003-4002-
1925
Master in Education
Iberoamerican University Corporation
Bogotá, Colombia
mlizalda@.edu.com
https://orcid.org/0000-0001-9345-
1035
Master in Education
Iberoamerican University Corporation
Bogotá, Colombia
lpayanp@ibero.edu.com
https://orcid.org/0000-0002-2296-
9563
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RESUMEN
Este proyecto se orienta dar a conocer a los
estudiantes de una Institución Educativa las
américas, del grado quinto (5) la intención de
mostrar la dinámica y efectividad de los juegos
interactivos como una alternativa de
conocimiento y superar las diferentes
dificultades en el aprendizaje de la lectura. La
investigación se realizará desde un enfoque
cualitativo, tipo de estudio investigación
acción, cuyos instrumentos de recolección de
información serán procesos que se convierten
en una herramienta importante para avanzar
en la comprensión de la lectura, reconociendo
la importancia de la actividad lúdica y juegos
como implemento pedagógico para fortalecer
el aprendizaje en los niños, y desarrollando
actividades motivadoras del aprendizaje
infantil, desde el aula del grado quinto.
Palabras clave: herramientas, juegos,
conocimiento
Introduction
Reading is a skill that does not come naturally. The development of this skill is
acquired little by little over the years. In this sense, the last thing that is acquired is
reading comprehension. Understanding what is read is essential to be able to learn any
content and information. It is the basis for being a good student. But, unfortunately,
there are many children who do not achieve this goal. Reading correctly is not only
about intonation and fluency, but it is a much more complex process whose ultimate
goal is comprehension.
The educators are witnesses of the different problems that are generated daily in the
classroom, especially with students who do not know how to read; the results obtained
show that most students do not reach the respective competencies in the field of
reading, for this reason in order to improve reading comprehension and prioritize
solutions to the repetitive difficulties that were evidenced and thus advance in other
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aspects of literature and its related areas, in the institution America is with the aim of
pointing out that reading is a process of interaction between thought and language.
According to Pérez, E. J. (2014). Reading comprehension is the ability that people have
to interpret what a paragraph or an author wants to convey in a written text, the ability
to understand in order to disseminate it to other people or in its effect to understand
what the subject is. Reading competence is the ability of a human being to grasp as
objectively as possible what is meant by a text.
In fact, learning and assimilation of knowledge cannot be achieved without good
reading comprehension. Therefore, we must ensure that children develop this skill
from their early years of life and school age, since it is an essential tool for oral and
written communication, and for the knowledge and interpretation of the world around
us; thanks to reading comprehension we can more easily solve problems, both
academic and everyday life. In this technological era, we have a multitude of
information at our fingertips. If we do not develop the ability to understand it, we will
be missing a valuable opportunity to enrich ourselves as human beings. Strengthening
reading comprehension prepares and opens the door to knowing how to read, and also
conditions us to want to read more and more clearly. The students of the educational
institution Las Americas, urban area of the District of Buenaventura - Valle del Cauca,
present many shortcomings when doing different readings in class.
Taking into account the above, the following problem question is formulated for this
research: In what way will interactive games, as a didactic strategy, strengthen reading
comprehension levels in fifth grade students at Las Americas School?
On the other hand, the District of Buenaventura is a place rich in biodiversity and
natural wealth, most of its population is Afro-descendant, which has cultural and
ancestral characteristics that place them in a special category within the country. With
the transformation of the socio-territorial organization of the region since the
twentieth century, changes were generated in the territory, "from a network of mining
enclaves along the rivers to a dense distribution of populations whose regional
epicenters are the seaports of Buenaventura and Tumaco" (Centro Nacional de
Memoria Histórica, 2015, p. 28).
Buenaventura has a strategic location on the Pacific Ocean, it also has a water system,
which has allowed it to be "the main seaport of the country on the Pacific Ocean, it is
not only a city near the Panama Canal and the coasts of Ecuador, but it is also
equidistant to the ports of Vancouver (Canada) and Valparaiso (Chile)" (Centro
Nacional de Memoria Histórica, 2015, p. 32). The District of Buenaventura, is
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comprised of the urban area and the rural area, "the rural area of the municipality is
administratively made up of 19 corregimientos, 31 community councils of black
communities and nine indigenous reservations belonging to the Waunan, Embera,
Eperara Siapidara, Nasa and Embera Chamí ethnic groups" (Centro Nacional de
Memoria Histórica, 2015, p. 33). The urban area of Buenaventura is distributed by
twelve communes, which are composed of the insular and continental zone, "in the
insular zone (better known as Cascajal Island) are communes 1, 2, 3 and 4; while in
the continental zone are communes 5, 6, 7, 8, 9, 10, 11 and 12" (Centro Nacional de
Memoria Histórica, 2015, p. 34). For the displacement in the zones the dwellers use
different means of transportation that allows them to have access from one place to
another. In its economic aspect, the District of Buenaventura, has played a
fundamental role for the country's economy, its strategic location and the biodiversity
of the territory has allowed to have a diverse economy. "Buenaventura's port operation
is led by the Port Society and the Buenaventura Container Terminal (TC Buen)"
(Centro Nacional de Memoria Histórica, 2015, p. 51).
In the last International PISA 2018 evaluations, it was shown that most of the students
of the different educational institutions in Colombia, who presented these tests
obtained low levels in reading comprehension, with many shortcomings where the
country significantly deteriorated and among the 37 member countries, Colombia was
ranked as the one with the lowest results; While it is evident that most of the students
showed that they were interested in reading, this was not reflected in their capacity for
reflective, argumentative and critical analysis, this was one of the conclusions derived
from the results of the so-called PISA tests.
The problem situation is determined by some effects and symptoms presented by basic
and secondary education in Colombia, especially those related to reading
comprehension, reflected in the PISA tests conducted in 2018 as mentioned above.
Cited by Barón Ayala, S. P., & Herrera Ordúz, C. Y. (2021).
Through an online learning method of mathematics and reading for children from 4
to 14 years old, Smartick conducted a test of 10 questions divided into: reading
comprehension, spelling, morphosyntax and morphology, and revealed the position of
Colombia among five countries evaluated, which ranked last where it is stated that
every 6 Colombian students do not have a good reading comprehension and text
analysis.
In the research conducted by the Javeriana University, which was applied to students
between 15 and 16 years of age, it was found that young people in Colombia have
problems in the development of language skills, and that very few are able to perform
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complex reading comprehension activities, locate the main idea of a reading, make a
good argument or make an analysis.
It is noteworthy that a large number of students say that their hobby is reading (55.36
percent).
Others say that reading is a waste of time (88.36 percent).
This indicates that students would be active Colombian readers, but this situation is
not reflected when they present their tests and the results show the opposite.
The research emphasizes the use of technological resources, such as interactive games,
knowledge alternatives, looking for didactic, novel and creative strategies, thus
achieving a great management of reading comprehension, due to the low level of fifth
grade students at the Las Américas school.
Taking into account the input to develop different skills of interpretation, analysis, text
production, critical thinking, and argumentative, to ensure learning and knowledge
acquisition in a natural and spontaneous way.
In the same way that through the different games, these became a tool that allowed the
creation of recreational activities, but at the same time learning which have been
developed inside or outside the classroom and that became motivating activities for
the good habit of reading.
With this project, the need arose to establish didactic and motivating spaces, in which
skills and attitudes were developed that occupied privileged spaces within the process
of educating in reading comprehension.
Reading comprehension is based on the understanding of texts read by any individual,
allowing reading to lead them to reflect, inquire, analyze, and argue about what has
been read, with previous knowledge.
According to Eduardo Hernández Padilla (2019), the problem in Mexico lies mainly in
the low levels of reading comprehension presented by a significant number of
students. For this reason, the present research carries out the adaptation and
implementation of the program Leemos en pareja, based on peer tutoring, to improve
reading comprehension. Therefore, the purpose of this research is to analyze the
effectiveness of the program Leemos en pareja, for the improvement of reading
comprehension in fourth grade elementary school students in a rural community,
using a transversal methodology. The results of this research showed significant
differences, with positive results, in addition, it was found that the program helps to
improve aspects such as interest and pleasure in reading.
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As Ortiz and Toledo (2018; cited by Pérez Olivera, H, Vergara Ledesma, C and Vargas
Torres, A. 2022), Ratify in their research "Exelearning: digital resource of a didactic
strategy of teaching-learning of mathematics" with the objective of determining
whether the use of free educational software Exlearning contributes to improve
academic performance in students of the first level of the School of Systems of the
Pontificia Universidad Católica del Ecuador, Using a quantitative experimental
methodology. Where they implemented the software to demonstrate that the teaching
and learning processes can be improved. This background provides a contribution in
the implementation of this research, because it shows the importance of using the free
software exelearning in the design of RED to improve reading comprehension in
students.
As noted in the thesis of Lara (2017; cited by Andrade Calveche, S. N., & Porras Pavon,
L. L. 2021). It had the general objective of knowing and evaluating the use of the
"Platform of Specialized Pedagogical Environments", PEPE that currently exists in
Chile. The project was developed from a theoretical review of issues related to digital
technologies, education and virtual learning environments. The methodological basis
was mixed, quantitative and qualitative. In this sense, it is considered necessary to
provide from the curricular level, the use of new technologies which is useful in
educational processes, as a support to the work of teachers. This is the reason why
there is currently so much interest in linking these resources to teaching and learning
in educational institutions. National Background
According to Gutiérrez Pacheco, Verónica Inés Valero Parejo, Karol Liney (2019) Case
study: influence of digital interactive games in strengthening reading comprehension
in students with ADHD, the general objective of this research was to explain the
influence of digital interactive games in strengthening reading comprehension in
students with Attention Deficit Hyperactivity Disorder (ADHD) in the second grade of
elementary school at I.E.E Normal Superior Nuestra Señora de Fátima. The sample
was taken by means of a case study of a single student of the second grade of
elementary school. The methodology used corresponds to a qualitative-experiential
approach, it was found that the interactive digital games contributed to the
strengthening of reading comprehension in students with ADHD.
While Bohórquez Vega, Nidia Consuelo (2021) state in the Digital strategy for the
development of communicative skills, in fifth grade students of the Jorge Eliecer
Gaitán de Sabanalarga, Casanare educational institution, In this document a Virtual
Learning Object - OVA is developed, using the exeLearning tool, as a digital strategy
to strengthen the development of communication skills, after perceiving serious
Interactive games as an alternative of knowledge in reading comprehension for fifth grade children.
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difficulties related to reading and writing in fifth grade students of the Jorge Eliecer
Gaitan Educational Institution located in Sabanalarga, Casanare. The methodology
used corresponds to research - action, therefore, in which it was possible to identify
problems related to text comprehension and writing, which generally affect the
student's academic performance.
Elvinia, A. (2018). Use of metacognitive strategies for textual comprehension.
This article presents the results of a research whose main objective was to guide the
implementation of metacognitive strategies to improve reading comprehension and,
especially, inferences in expository texts, by means of a pedagogical intervention based
on three processes: before, during and after reading. The methodology used was pre-
experimental, with a pretest-posttest design, without a control group. According to the
comparison of the averages with the t-Student for dependent samples, with a
significance of 0.05, it was concluded that the use of metacognitive strategies favorably
influenced the reading process of high school students, Grade Eight, from two public
educational institutions in the municipalities of Nuevo Colón and Samacá (Boyacá,
Colombia).
Materials and methods
For the development of this research work, it was determined from the qualitative
approach, since it is aimed at the description of the characteristics of an event without
getting lost in the subjectivity of the author or describer, since it seeks to cover part of
reality in what is described, in order to reach a deep and detailed understanding of the
phenomenon, without pretending to generalize situations, but rather the analysis,
understanding, sense, meaning, behavior, course of the object of study, making the
researcher establish an intensive and rigorous contact with the people involved in the
process.
Through action research, the behavior of the people collectively, their way of life, and
their characteristics as a group were observed in more detail. It allowed us to
understand people's thinking by becoming interlocutors based on their stories and
practices.
With action research, the researcher formulated a series of questions in order to meet
the research objectives that were carried out while observing people who were
participating and performing certain tasks in their usual environment. With action
research, the focus was on people's daily life experiences and thus allowed for a better
understanding of existing social practices and the difficulties they encountered.
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With the action research we intend to investigate some students through interviews in
order to help strengthen reading comprehension through interactive games in the
institution of the Americas in the district of Buenaventura (Valle del Cauca).
In accordance with the objectives of the research and the characteristics of the research
population, the sample was determined by non-probabilistic purposive sampling,
where the researchers selected according to their own criteria, that is, without using
any mathematical or statistical rule.
The population for the research was 2,700 students, and is constituted by a sample of
30 students in the fifth grade of elementary school, males and females, between 10 and
13 years old, belonging to socioeconomic strata 1 and 2, where 90% are recognized as
Afro-descendants, 3% as indigenous and 7% as mestizos, students in the afternoon
session of the institution Las Américas in the urban area of the district of
Buenaventura-Valle del Cauca. This method was census or intentional or non-
probabilistic, distributed as follows:
The following are the phases of information gathering, which are diagnosis, action
plan, observation and reflection.
Diagnosis. This phase, in accordance with the action research, was carried out through
interviews, which helped us to identify the problem.
Action plan. This phase of the action research is carried out through activities with the
students in an experiential way.
Observation. This phase, in accordance with action research, is carried out with a
record and study, using what was felt and observed, without the aid of technical
devices.
Reflecting. This phase, in accordance with action research, is carried out by means of
several question teas about the topic addressed by means of interactive games.
All the aforementioned instruments are articulated with the three categories used for
the analysis: reading comprehension, interactive games, education. Semi-structured
student interview. It is a verbal exchange between two or more people (interviewer and
interviewee) that helps us to gather data during a private and cordial meeting, where
one person addresses another and tells his story, his version of the facts and answers
questions related to a specific problem.
The survey as a social instrument in the present research sought to investigate the use
of interactive games in the reading of fifth grade students, since this is an aspect
associated with school culture and practices.
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Field diary. We worked with the three categories: Reading comprehension, interactive
games, education developing in it some items in the Field Diary, which sought to
collect and record information under the non-participatory observation applied to fifth
grade elementary students, with the purpose of monitoring the aspects associated to
the dynamics of reading through the interactive games and to carry out the
retrospective analysis and showed us that the design of the sequence was pertinent at
the time where, on the contrary, new learning was adapted; thus, this instrument
facilitated the interpretation of the Design-Based Research and was an alternative
solution to the problem.
During the realization of this project, the ethical concepts that were taken into account
for the development of the research were described, in which relevance was given to
the sentimental, behavioral, emotional and moral integrity of the student, in relation
to the strengthening of reading comprehension through a pedagogical proposal
supported by interactive games. It should be noted that, during the execution of this
project, the student population expresses its personality and interaction freely.
Therefore, it is important that all these categories were taken into account for the
development of the research, such as: Reading comprehension, interactive games,
education.
Reading comprehension: It is defined for this research as one of the linguistic skills
that allows interpreting speeches, stories, stories, written topics, for this, it is necessary
that the person involves his attitude, experience and previous knowledge, it is a
development of meanings through the acquisition of the most important ideas of a text
and the possibility of establishing links between these and other previously acquired
ideas.
According to Monroy Romero, José Alberto and Gomez Lopez, Blanca Estela. Reading
comprehension. Rev. Mex. Educ [online]. 2009, it is very common to talk about the
need for new generations to learn to develop cognitive and metacognitive skills and
strategies that allow them to achieve complete learning. Among the basic ones is
reading comprehension, taken as: the understanding of texts read by a person allowing
reflection, being able to investigate, analyze, relate and interpret what has been read
with previous knowledge.
Interactive games: .is defined for this research, interactive games are a tool, not only
for fun or entertainment that serves as a pedagogical model where students learn in a
playful and learning way.
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The game model really works because it manages to motivate students, developing a
greater commitment of people, generates positive experiences and encourages the
spirit of improvement. A series of mechanical and dynamic techniques extrapolated
from games are used. Sanjuan, M. I., & García, M. S. Á. (2017).
Education: For this research, education is defined as a process of facilitating the
learning or acquisition of knowledge, skills, values, beliefs and habits of a group of
people who transfer them to others, through storytelling, discussion, teaching,
example, training or research.
On the other hand, states León, A. (2007). That education seeks the responsible action
of morality, values, their preservation and transmission to younger generations who
grow up with the right to possess and inherit the culture of their ancestors, values and
everything created.
Results
Once the research was completed, we answered the objectives that sought to answer
the problem question: What is the importance of determining the impact of interactive
games as a knowledge alternative to improve the reading comprehension levels of fifth
grade students of the educational institution Las Américas in the district of
Buenaventura Valle?
The main objective was to determine the impact of interactive games as an alternative
knowledge to improve reading comprehension levels in fifth grade students. To
determine the impact of interactive games as an alternative of knowledge to improve
the levels of reading comprehension in fifth grade students of the educational
institution Las Americas in the district of Buenaventura-Valley.
Methodology or learning approach: The work was incorporated from a strategy to the
communicative dimension for the development of basic communication skills to read,
understand, comprehend, understand, write, listen, speak and express themselves
correctly and thus develop the ability to understand texts and correctly express
messages, oral and written, expressing their emotions and what is written in the texts
read.
For the first objective, different interactive games were implemented to strengthen the
levels of reading comprehension in fifth grade students, this implementation, and
relevant teaching strategies supported by the game to contribute to increasing the
levels of reading comprehension among fifth grade students of the I. E. Las Americas,
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although the participants were not clear on the concept of interactive games, through
the different strategies and methodologies implemented students understood the
importance of reading through the different games in a clear and practical way to
advance their learning.
The implementation of the didactic strategy developed in several moments such as:
Diagnostic activities were incorporated to recognize students' previous knowledge,
using as a means significant activities, both of their cognitive processes in
communicative skills and procedural processes in the use of technologies.
The implementation of classroom activities began during the first academic trimester
and lasted approximately one week in each section. During the first week, the teacher
guided a learning content activity (videos, audios, graphics), which contributed to the
learning previously seen in the classroom in a significant way.
Then the second activity was incorporated through Gamification, games that allowed
group participation (roulettes, genially games, word wall games, interactive writing
activities), these games represent the global method of reading and learning as they
come from the content of all the consonants to be recognized during the quarter.
To complement this process, the Moodle platform was used asynchronously, and
students participated directly at home, through these activities students were allowed
to perform gasified activities to strengthen the contents seen. It was also implemented
to reinforce evaluation processes using (interactive cards, educaplay exercises, Quizlet,
nearpod).
For the second objective we identified the strengths and weaknesses that were
presented in the fifth grade around reading, where it was possible to know that the
participants presented a personalized phenomenon, such as apathy and the difficulties
they have to read, For this, the strategy was sought with the work of interactive games
that strengthened the teaching-learning process, encouraging reading with fluency
and vocabulary enrichment, which were essential for reading comprehension, which
have the ability to connect ideas between sentences helping them in their entirety and
thus understand what is being read; Thus knowing the strengths and weaknesses of
the students through a tex of questions based on their three categories.
According to the results obtained, it is evident that the students do not have a clear
notion of the concept of reading comprehension, for them reading comprehension is
related to reading, besides they do not feel motivated by reading and it is a primary
cause that they do not feel the love for reading. According to the results obtained, the
students surveyed believe that games are attractive to them, because they allow them
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to interact with their peers, developing predominantly assimilative activities, which
tend to imitate the real and/or roles of adult life within their context. It should be
emphasized that the children understand that there are norms or rules in the games,
that all indications and explanations must be taken into account in order to develop
them, and that there is also a transgression in not complying with the rules, and that
if they are not obeyed they deserve a sanction, therefore, it implies an obligation to
comply with them. According to the results obtained, the students interviewed are
certain that education is important to get ahead and be someone in life, the students
surveyed see education centered on the teacher as that person who guides them on the
right path, to talk, learn and reach a good agreement with their classmates and
teachers, they also see education as something so important that helps them to be a
person of integrity.
For the third objective, it was evaluated to confirm the impact of interactive games on
reading comprehension in fifth grade students, to encourage students to analyze the
different readings to be done in class, through interactive games, to develop in them
the different competencies. In fact, to instill in them the learning and assimilation of
knowledge which could not be achieved without a good reading comprehension. Thus,
the children were encouraged to develop this competence, since it is an essential tool
for oral and written communication, and for the knowledge and interpretation of the
world around us; thanks to reading comprehension we can more easily solve problems,
both academic and in everyday life.
Conclusions
The discussion is based on the categories studied, which are confronted with other
studies and with theory.
As for the conclusions, once the research was completed, the objectives that sought to
answer the problem question were answered.
The results of the research show that the participants do not have a clear concept of
the term "reading comprehension through interactive games", that they lack
knowledge about the importance of a good reading analysis, and that they do not know
that interactive games are a didactic strategy tool that allows them to build their own
knowledge through experimentation, exploration, inquiry and research, key processes
to achieve a truly meaningful learning process.
Torres, P. A. C., & Vásquez, D. A. L. (2016). points out that: "the reader's task is to
identify the words, penetrate the meaning of the text and transcend it from his
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previous knowledge". However, if the reader has few concepts and little information
about the subject matter, its comprehension can become very difficult. Hence the
importance of the reader's prior knowledge in reading comprehension, as, on the other
hand, in any type of cognitive activity. In addition, reading is of great importance in
the process of development and maturation of children, it constitutes a link for
learning, for the development of intelligence, for the acquisition of culture and for the
education of the will, improves human relations, enriches personal relationships,
facilitates the exposure of one's own thoughts and enables the ability to think.
According to the research work shows that the participants know what games are, but
for them it is simply playing and they did not identify that through games they learn
in a playful way, they have a lack of knowledge of what interactive games are and what
kind of games are those that are used for teaching and learning.
Gros, B. (2006). states that, in short, teachers can take advantage of interactive games
as an educational and teaching material to work with in order to learn a specific
curricular content by creating a learning environment that allows them to deal with a
complex, multidimensional, multimedia and interactive system.
The participants have different concepts about what education is, for them education
is not so essential to form a person of integrity, that one only attends school because it
is one more chapter that has to be fulfilled; they state that values are not only learned
at school or at home, they are learned in daily life. In order to reach the goal of forming
integral people with the highest professional, ethical and excellence levels,
academically speaking, it is necessary to work consistently and equitably in all the
fields of each area of study, and for all this to be evidenced as a result of all the work is
the obtaining of a
professional, complete, capable of performing his profession in an outstanding
manner (Rabón and Tarazona, 2016).
This project was fundamentally based on what was known and related to a globalizing
approach to the whole learning process. Hence the participatory nature of the
proposed activities, since the aim was to strengthen ties between students and
promote the principle of universality for all, without forgetting the recreational aspect.
Following the line of action of our intervention, with a dynamic, participatory and
constructivist methodology, seeking to generate an active, cooperative and
experiential climate in which participants analyze and reflect.
Future lines of work
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The following is a series of recommendations that can demonstrate the projection of
positive results of this research project.
a) To have students develop the value of a love for reading
b) that students promote an environment and time for reading.
c) That the students experience the difficulties they may encounter when they
incorporate the different types of readings.
d) Opportunity to become aware of the need to understand and comprehend a text
when reading it.
Finally, one could say that reading is a skill that is not learned naturally. The
development of this skill is acquired little by little over the years. In this sense, the last
thing to be acquired is reading comprehension. Understanding what is read is essential
to be able to learn any content and information. It is the basis for being a good student.
But, unfortunately, there are many children who do not achieve this goal. Reading
correctly is not only about intonation and fluency, but it is a much more complex
process whose ultimate goal is comprehension.
This research problem is important because reading is the opportunity to recognize
ourselves in the experiences of others. On the other hand, the proposal is convenient
and has its functionality in the fact of being a motivating factor for learning, since
reading in school life is something that needs no demonstration, it is one of the central
objectives of the first cycle of elementary school and a determining factor in the success
or failure in the other cycles of schooling. Reading is the gateway to information:
fantastic journeys, facts, situations and characters enclosed in the world created by the
author and only come to life through the warm and enriching dialogue with the reader,
who, irradiated by knowledge, is intellectually nourished and undergoes
transformations. The information contained in the material read is integrated with the
reader's previous knowledge. The process adapts to the different reading purposes,
which requires the reader to act strategically.
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