Investigación sobre la competencia lectora del alumnado de Educación Primaria y Educación Secundaria para contribuir a su mejora a través del ePortfolio

Abstract

The proposal of this research work is to carry out a significant incorporation of the PEL (Esteve Ruescas, 2011) in the classrooms with regard to reading development. This implies not only a change in the work methodology in the classroom with regard to the teaching-learning process, but also offers co-evaluation, with which it is possible to favor the student's reflection and enhance their self-evaluation and autonomy (Moreno-Fernández and Moreno-Crespo, 2017). It is an innovative methodology called ‘My Reading Portfolio’ (MPL) in which the PEL (European Portfolio of Languages) is adapted to reading in order to systematize the reading work. First, as a strategy for the shared assessment of reading comprehension in the classroom. And, secondly, as an instrument for collecting parameters and supporting the diagnosis for institutions, teachers and students, in terms of how the latter evolve in their metacognitive development as readers throughout their academic career, since it favors reflection, self-assessment, metacognition, organization and self-regulation of the knowledge that is built about the world and about oneself (Hernández 2010; Hernández, 2012 and Alcaraz, 2016). This research on the reading competence of young people has taken into account that there is currently a great demand for digital content in education, that the new profiles of students are completely digitized or that the health crisis experienced in 2020 has consolidated this trend to the increasingly frequent use of digital tools in teaching. But it has been detected that, despite the use of new techniques, data processing is one of the main sources of dispute, since it is necessary to provide digital content with the same rigor as traditional sources and methods. teaching. In this context, the PLIA platform (Interactive Platform for the Promotion of Reading) has been designed, developed and evaluated, based on the portfolio of the Common European Framework of Reference for Languages, so that students develop and self-assess skills such as comprehension, speed or reading action using a digital tool. PLIA adopts an integrative model of teaching / learning of reading that combines face-to-face teaching phases with self-learning work phases, a fact that will allow us to examine the relationship between speed and comprehension as indicated by Silva and Romero (2017). The objectives set have been to systematize the reading work, establish a shared evaluation strategy in the classroom, create an instrument for collecting parameters that supports users and offer the analysis of the evolution in their metacognitive development as readers. Regarding the results obtained from the quantitative analysis, it can be noted that PLIA has evaluated with a sample of 200 users of Primary and Secondary Education during a school term, obtaining as a result a trend of improvement of 50% in terms of comprehension, speed and the reading action, since the number of readings has increased by 80% in that quarter due to the high degree of motivation of users with this tool, since they have been able to know throughout the reading process what their results were and what they had to improve