THE ORAL TRADITION, A DIDACTIC STRATEGY TO PROMOTE READING IN

FOURTH GRADE STUDENTS

STEPHANY BRAVO ESCOBAR

LUISA MARÍA HOLGUÍN BOCANEGRA

UNIVERSITY OF SANTANDER UDES

CVUDES VIRTUAL EDUCATION CENTER
TULUÁ, VALLE DEL CAUCA
FEBRUARY 10, 2021
 CONTENT

p.

INTRODUCTION......................................................................................................6
1. PRESENTATION OF THE DEGREE WORK....................................................7
1.1. PROBLEM STATEMENT.....................................................................7
1.1.1. Description of the problem situation................................................9
1.1.2. Identification of the problem...........................................................14
1.1.3. Problem question.............................................................................14
1.2. SCOPE................................................................................................15
1.3. JUSTIFICATION.................................................................................16
1.4. GOALS................................................................................................18
2. THEORETICAL BASIS....................................................................................19
2.1. STATE OF THE ART..........................................................................19
2.2. REFERENTIAL FRAMEWORK..........................................................22
2.2.1. Theoretical framework.....................................................................22
2.2.2. Conceptual framework.....................................................................27
3. METHODOLOGICAL DESIGN........................................................................28
3.1. KIND OF INVESTIGATION.................................................................29
3.2. HYPOTHESIS.....................................................................................29
3.3. VARIABLES OR CATEGORIES........................................................30
3.4. OPERATIONALIZATION OF VARIABLES OR DESCRIPTION OF
CATEGORIES................................................................................................. 33
3.5. POPULATION AND SAMPLE............................................................38
3.5.1. Sample...............................................................................................38
3.6. PROCEDURE..................................................................................... 38
3.6.1. Diagnostic Phase: (Specific Objective #1).....................................39
3.6.2. Design Phase: (Specific Objective #2)............................................39
3.6.3. Implementation Phase: (Specific Objective #3).............................40
3.6.4. Monitoring and evaluation phase (Specific objective #4).............40
3.7. COLLECTION INSTRUMENT OF INFORMATION............................41
3.8 DATA ANALYSIS TECHNIQUES..............................................................42
4. ETHICAL CONSIDERATIONS........................................................................42
BIBLIOGRAPHY....................................................................................................43
ANNEXES..............................................................................................................48
 LIST OF FIGURES

p.

Figure1 . Institutional Report..................................................................................11

Figure2 . Test results know 2017...........................................................................12
Figure3 . Individual Institutional Report..................................................................13
Figure4 . Problem Tree.......................................................................................... 14

LIST OF TABLES
 p.

Board1 . Operationalization of variables.................................................................33

LIST OF ANNEXES
 p.

ExhibitA Schedule................................................................................................48
ExhibitB Budget................................................................................................... 49
 INTRODUCTION

Education is the fundamental pillar for the growth of society and is the main element
for the integral development of the human being, for this reason, it is considered
today that education is the way in which students can develop in a successful in
society using their skills and competencies acquired throughout an educational
process. This project considers oral tradition as a didactic strategy to promote
reading in students. To carry out this objective, initially a diagnostic evaluation was
applied to know, from the student's perspective, how playful the methodological
strategies and spaces that teachers contemplate in the classroom are in order to
promote reading comprehension in students. This diagnostic survey was applied at
the initial time of the project, it was applied to fourth grade students of basic
education at the Tulio Enrique Tascón Chambimbal educational institution in the
municipality of Guadalajara de Buga.

According to the results of the analysis of the diagnostic test, it was evident that
teachers make little use of play and oral tradition in the teaching processes of the
language subject. In addition, it was possible to know through observation that
students are not motivated in the reading teaching process carried out in the
classroom, since teachers are dedicated to the transmission of knowledge, leaving
aside the comprehensive education of individuals. For the design of this project,
qualitative research was used that is oriented towards the understanding of
educational and social phenomena found in the classroom, all of this evidenced
through direct observation and implementation of teaching strategies.

Likewise, for the development of this project, an investigative method was used,
taking into account the active participation of the school group as an object of study,
in order to analyze the observed phenomenon, through the choice and delineation
of instruments of study. data collection, such as surveys and the planning of
pedagogical activities that will be developed with fourth grade students of primary
basic education.

The educational institution at the regional level has presented a series of low results
in the different knowledge tests that show shortcomings in a low level of reading
comprehension and a low capacity for textual production that do not allow the
student to reflect their good performance and degree of knowledge in the language
subject.

6
This project focuses on the creation of a pedagogical strategy that is based on the
use of an educational guide for the development and strengthening of literacy and
textual comprehension skills in the fourth grade of primary basic education.
Therefore, the aim is to obtain a better performance indicator individually.

The creation of the guide “Tulinos Readers traveling through reading” will be aimed
at fourth grade students of the Tulio Enrique Tascón Chambimbal educational
institution, which is a pedagogical strategy that goes hand in hand with different
subjects where students have the opportunity to generate their own writings, testing
all their literary creation and writing abilities, which will allow the development of
reading and comprehension activities with better results.

In the medium term, it is expected that this work will be of interest to teachers
belonging to the Spanish language area, in addition, it can be developed with
multidisciplinary purposes, to strengthen communicative skills and make use of the
guide as a pedagogical resource to encourage collaborative work.

1. PRESENTATION OF THE DEGREE WORK

7
1.1. PROBLEM STATEMENT

Currently, it is evident that one of the biggest challenges facing education in

Colombia is to strengthen educational processes in communicative skills,
strengthen argumentative skills, a situation that shows an opportunity for
improvement when enhancing reading comprehension in students of the primary
basic. It is important to note the following: during the development of pedagogical
activities, students show little interest in reading, sometimes involuntarily. This
situation is generated due to the absence of teaching strategies that promote
comfort with these processes from different contexts, the lack of reading habits and
the little articulation of teachers in the training cycles.

That is why education actively progresses, stimulating learning and promoting the
comprehensive training of students. In consideration of the above, it can be said
that the population under study presents low performance in language skills, hence
it is necessary to implement a recreational-pedagogical approach which allows
students to develop communicative and strengthen educational processes inside
and outside the classroom.

Reading and writing are basic psycholinguistic skills that must be developed
efficiently in the cognitive processes of students in primary school. This educational
level is where the comprehensive formation of the student's personality begins, and
the knowledge they acquire will serve them for life, since they will perfect it at other
educational levels. That is why it is important that the teacher efficiently develops
the methodological and didactic processes of teaching the grammar of the Spanish
language.

It is considered a responsibility of basic primary education that students learn to

read comprehensively. Therefore, it is worrying to know that students at the end of
the basic level are not able to develop the necessary skills of comprehension and
production of text.

Therefore, it is worth highlighting what was expressed by David Alberto Londoño

Vásquez (2.014) , who says:

8
 Reading and writing levels are worrying; That is to say, we find people who do
not understand what they read and who find it difficult to make themselves
understood through writing, who have difficulties interpreting implicit and
complementary meanings, who lack elements of analysis and do not
differentiate between an argument and a manipulation. (p. 200).

Now, the problem described above leads to the following effects: Firstly, the
teaching learning guides become a comfortable resource in which information is
transmitted in an assertive and creative way. It is necessary to awaken the
motivation of teachers to strengthen the students' own knowledge based on
communicative competencies, having oral tradition as the main didactic learning
strategy. Educators must seek appropriate strategies and methodologies to promote
educational spaces from the area of language, aimed at strengthening and rescuing
oral tradition as a resource that allows increasing the skills, talents and qualities of
students. (Velasco Gómez, 2.018) .

9
1.1.1. Description of the problem situation

The demanding problem of poor management of communication processes by

teachers and therefore the absence of student understanding is a common factor.
The ideal, regarding the management of effective reading and writing, must start
from the fact of recognizing the importance of reading and writing, which exists
thanks to human ingenuity. (Haro Vega & Juárez Huaripata, 2.014) .

Therefore, reading and writing must be seen in the world as linked activities and not
isolated from each other, because more than a pedagogical aspect, it is one of
those activities that must be observed from the ability to understand ourselves and
formulate our vision of the world to assimilate knowledge. and adapt them to our
reality. In managing to detect and provide solutions to strengthen communication
and reading comprehension skills, with regard to Latin America and the Caribbean,
progress has been made in literacy and coverage of their educational systems, but
the challenge of improving quality remains pending. of Education. This is how: the
Second Regional Comparative and Explanatory Study: “SERCE” (UNESCO, 2006)
and the Latin American Laboratory for the Evaluation of the Quality of Education.

A study carried out in 2006 in 16 countries in the region confirms, for example, that
just over half of sixth grade children reach only the lowest levels of performance in
reading, mathematics and science (levels I and II). , of four possible levels). Results
that show the dimension of the deficit in the objective of ensuring that students
acquire the learning necessary for a deeper mastery of knowledge and the
development of more advanced skills in the different disciplines evaluated (Flotts, y
otros, 2.016) .

10
Based on antecedents like this, the Latin American Laboratory for Evaluation of the
Quality of Education promotes the realization of the Third Regional Comparative
and Explanatory Study: TERCE (UNESCO, 2013) which was applied in 15 countries
between 2010 and 2014. The main purpose of this study was to evaluate the quality
of education in Latin American and Caribbean countries (including Colombia) and,
along with this, identify factors associated with learning achievements. In this way,
TERCE not only seeks to provide a diagnosis of the learning levels of students in
the region, but also to provide information that contributes to the identification of
factors associated with said achievements, so that, based on that knowledge,
contribute to the formulation of public policies. TERCE evaluated learning
achievements in the disciplines of language (reading and writing) and mathematics
in third and fourth grades (Zabaleta, Roldán, & Centeleghe, 2.016) .

11
To address the problem, the Colombian Congress (2.019) , issued Law 1955, called
the Law of the National Development Plan 2018 – 2022 “Pact for Colombia, pact for
equity.”

Also the different strategies from the National Reading and Writing Plan, proposed
by the Ministry of National Education (2.015) , where he states that:
The National Reading and Writing Plan seeks to ensure that girls, boys,
adolescents and young people in the country have quality books and reading
materials that help them strengthen their learning processes and improve their
communicative skills.

As a result, it will be up to MEN to design the instruments and disseminate its policy
initiatives, as well as evaluate the progress achieved in the matter. To this end, the
Ministry of National Education (MEN) proposed the strategic lines that will
determine the direction of education in the coming years through programs of which
the following stand out in terms of promoting literacy: Colombia Bilingual (2.015) ,
Colombia Free of Illiteracy (2.015) , Everyone to Learn program (2.016) , Teacher
Accompaniment program and Reading is my story.

Through these programs directly related to communicative skills, the Colombian

state seeks by 2025 to transform weaknesses that in educational matters arise
through the teaching-learning of reading and writing. In addition to the problem in
relation to the reading-writing processes and the strategies implemented in Latin
America and the Colombian state, it has been observed for several years in the
Tulio Enrique Tascón educational institution, Chambimbal, located in the rural area
of the city of Guadalajara de Buga. , Valle, a deficit in the management of basic
skills in reading, writing and understanding of texts by students close to finishing the
primary school cycle.

In these experiences, it is clear in the results obtained by the students in the Saber
3rd, 5th and 9th tests in the last two school periods and in which it has been
possible to conclude that these shortcomings have affected in an interdisciplinary
way and that they have been a consequence of an ineffective process from the first
cycle of schooling due to multiple factors, both academic and social and cultural.

Below are some of the results obtained in the Saber 3rd, 5th, 9th tests presented for
the last time in 2017 in the language area.

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Figure1 . Institutional Report

Fountain: (Ministerio de Educación Nacional, 2.017)

Observing the results obtained at the institutional and municipal level, it is possible
to show that the students' performance in the language tests is relatively low
(minimal).

Proof : Language
Degree :5

Figure2 . Test results know 2017

13
Fountain: (Ministerio de Educación Nacional, 2.017)

It is possible to demonstrate in this grade of primary school the difficulties that

already exist in the area of language, with relevant aspects such as:

 Identify and relate the main idea and secondary ideas of a text.
 Relate information contained in the texts to account for the characteristics of the
characters and what they say.
 Read and comprehensively understand texts composed of a less everyday
language and a little more specialized than those used in third grade.
 Identify relevant elements to produce coherent texts.
 Recognize missing information in a text necessary to understand what is being
communicated.
 Identify the function of some punctuation marks such as quotation marks and
exclamation marks.

Individual report
Area : language
Degree :5

Figure3 . Individual Institutional Report

14
Fountain: (Ministerio de Educación Nacional, 2.017)

Observing the results obtained at the Tulio Enrique Tascon educational institution,
Chambimbal, it is possible to demonstrate the difficulties that exist in this degree in
reading competence around the students' poor ability to resolve communicative and
linguistic processes. It is analyzed that most of the students are in a minimal and
insufficient state at the time of the assessment. Results that show even greater
difficulties when foreseeing themes, contents, ideas or statements, to produce texts
and in the same way they lack discursive strategies to meet production needs.

The difficulties encountered in the 2017 saber tests are some of the elements on
which the interest in strengthening communication skills and reading
comprehension in fourth grade students of the Tulio Enrique Tascón Educational
Institution, Chambimbal is based, taking into account that It is the grade that
precedes the last of the basic primary and with which a process could be achieved
whose results would be reflected in the short and medium term transversally
towards the other areas of knowledge, because the project, although it focuses its
strategies didactics within the language area, the people involved in the
development and strengthening of communicative competencies are all the
teachers of the institution and the parents who must also strengthen these
processes, this opportunity for improvement goes beyond the area of language and
the results of this area of knowledge in external tests, and the influence that the
development of these competencies has on the performance of students in other
15
areas of knowledge and in the communicative situations that arise in their daily lives
must be considered.

1.1.2. Identification of the problem

Figure4 . Problem Tree

Source: self made

1.1.3. Problem question

How can a playful-pedagogical strategy from the oral tradition enhance reading
comprehension in fourth grade students at the Tulio Enrique Tascón Chambimbal
educational institution?

1.2. SCOPE
16
The scope of the project is defined in the Tulio Enrique Tascón Chambimbal
Educational Institution, the study of the initiation and development processes of the
didactic guide “Tulinos Readers traveling through reading” will be oriented to the
fourth grade of basic primary education, in the year 2021 school year.

Develop the methodology for the guide “TULINO READERS TRAVELING

THROUGH READING”, to identify and systematize the initial levels of reading
comprehension, promote progress in the processes of reading compression and
textual interpretation through didactic strategies that specify fluency processes. ,
understanding and production from the regional, municipal and national oral
tradition.

This project has the following route to follow, it is made up of four strategic lines
linked to the specific objectives proposed. Each line contemplates a diversity of
activities related to the promotion of reading, writing and orality in the classroom
and non-conventional spaces:

 Organize an adequate physical space at home for the purposes of remote home
education, the organization of classroom library services to optimize the living
experience of reading, writing and orality.

 Develop reading skills through the activities of the pedagogical guide, to

contribute to the strengthening of the culture and knowledge of EI students,
taking into account the different contexts and articulated with the areas of
intellectual training.

 Recover the historical memory of the local context of the Educational Institution
through oral tradition, reading, writing and meeting with knowledgeable people,
participants in the historical construct.

 Promote reading, writing and speaking through the development of pedagogical

strategies and activities in the classroom and outside of it.

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1.3. JUSTIFICATION

This research project seeks to enhance reading, writing and conversational skills
among children and families through a continuous environment of experiences,
interactions, reflections on reading and the development of informational,
intellectual and use skills. educational resources. Now, creating in-person and
virtual environments where readers and writers converge is not about constantly
doing activities, but rather seeking attractive reading/writing experiences and
fostering optimal conditions (in the classrooms and outside of them through
interaction with digital platforms, school library, classroom library, and family)
(Lankshear & Knobel, 2.010) ; to make reading practice an everyday fact. The
school must offer a teaching model that encourages actions that encourage
reading, writing and speaking, giving way to a curriculum that strengthens these
skills.

According to Vygotsky (cited by Ricardo Baquero, 1997), language is a social fact

that develops through interactions within a community. The acquisition of this
involves not only the child's exposure to words, but also an interdependent process
of growth between thought and language. It should be noted that language and
thought are two different things with different origins and that throughout
development a functional interconnection occurs in which thought becomes
verbalized and speech becomes rational.

This proposal will allow us to detect and help minimize the poor academic
performance presented by the students of the Tulio Enrique Tascón Institution,
Chambimbal in the area of language, this being evaluated from external tests in
relation mainly to the comprehension of texts, which leads to assume that to reduce
the percentage of students who do not exceed the indicators proposed by the state,
an alternative solution is chosen to address the development of literacy skills for
each fourth grade student and apply the use of a didactic skills booklet.
communicative, thus seeking the development of these, as well as those of
technological appropriation and use (optional), generating significant learning for the
student.

With research, it will be possible to reaffirm the constructivist idea in which

knowledge is built from interaction with the environment and from the internal
reflection of the being. It is this approach that will guide the methodological
construction of the research proposal, demonstrating how the student, from his own
18
pre-knowledge (lived experiences that he will simplify in his literary creations), will
lay the foundations for taking an active part in his own teaching process. The above
as a result of demonstrating through practical facts that the methodological
orientation in the classroom must be adjusted in the Tulio Enrique Tascón
Educational Institution, Chambimbal to achieve better academic indexes, since
many teachers still refuse to abandon the concept of a traditional school.

The research proposal will demonstrate the vital importance of interaction from
constructivism that points to the unidirectional relationship between teacher -
student and the need for teamwork where knowledge is reinforced in much more
complex mental processes, such as: analysis, comparison , contrast, classification,
grouping, memory, schematization, interpretation, explanation, critical analysis,
among others and in a less imposing, monotonous constructivist way allowing
naturalness in the student when writing and reading.

To achieve sustainability and certainty in this research proposal, it will be delved

into following the constructivist line in Bruner's approaches (cited by Araya, Alfaro
and Andonegui, 2007); who assumes valid theoretical criteria in relation to
discovery learning. His approach is constructivist in quality and in it he explains that
it is the student who must acquire knowledge by himself using the tools that are
made available to him. The reasoning that supports the proposal, in addition to
establishing knowledge from their own pre-knowledge as basic in learning literacy,
is that students actively and constructively establish their own learning.

The oral tradition project, a teaching strategy to promote reading in fourth grade
students of the Tulio Enrique Tascón Chambimbal Educational Institution, must
contribute to creating reading, writing and conversational opportunities among
children and families through a continuous environment. of experiences,
interactions, reflections on reading and the development of informational and
intellectual skills and the use of library and classroom resources. Now, creating in-
person and virtual environments where readers and writers converge is not about
constantly doing activities, but rather seeking attractive reading/writing experiences
and fostering optimal conditions (in the classrooms and outside of them through
interaction with digital platforms, school library, the classroom library, and the
family) to make reading practice a daily occurrence. The school must offer a
teaching model that encourages actions that encourage reading, writing and
speaking, giving way to a curriculum that strengthens these skills.

19
This project will contemplate the elements, conditions, activities and interventions
ordered in the medium term, aimed at promoting and developing reading in and
from school. It must be taken into account that the effort must focus on generating a
significant degree of relationships and exchanges of reading, writing and
conversational experiences between boys, girls and their families.

Francisco Cajiao (2.014) In his book Why Read and Write, he states that:
If there is something that flies far in the world, it is the word. It literally flies,
because the sound that we throw into the wind rides in the air and goes from
my mouth to your ear, where it mysteriously sneaks in to touch thousands of
other words that sleep in your brain, dressing thoughts, adorning memories,
deciphering smells and flavors, touch, desires... Then you take that restless
bird that moved emotions, that awakened other sleeping words in deep
intimacy and you reconstruct my word again to send it with yours to the wind,
heading to another heart and another ear (p. 9).
.

1.4. GOALS

1.4.1. General objective

 Promote reading comprehension through play as a didactic strategy to promote

the rescue of oral tradition in fourth grade students.

1.4.2. Specific objectives

 Analyze the strengths and communication needs of fourth grade students at the
Tulio Enrique Tascón Chambimbal Educational Institution.

 Design a playful-pedagogical strategy as a digital and physical educational

resource that allows the strengthening of reading comprehension from a
didactic approach with oral tradition.

 Develop recreational-pedagogical activities through the booklet “Tulino Readers

traveling through reading” that allows progress in reading skills and
demonstrates the rescue of culture from orality.

20
 Implement the teaching guide “Tulino Readers traveling through reading” in the
classroom to strengthen reading comprehension.

 Evaluate the results of the pedagogical intervention, progress and opportunities

for improvement to develop possible alternatives for change that strengthen
students' reading comprehension.

2. THEORETICAL BASIS

2.1. STATE OF THE ART

Reading and reading comprehension are not congenital skills, but are acquired as
the individual grows, therefore, the first cycles of schooling are of great importance
for the acquisition of reading, so the techniques, methods and strategies to be
developed must begin from this first instance, with the purpose of training from initial
education in the interest and motivation of this educational process. Considering
reading as a learning tool, which in addition to the acquisition of decoding signs,
involves the development of fundamental cognitive skills such as comparing,
defining, arguing, observing, inferring, etc., it is worth mentioning Cassany's phrase
(1994, p. 193), Whoever learns to read efficiently and does so consistently develops
his thinking in part, so the didactic treatment given to reading will transcend the
students in such a way that it will bring them closer or further away forever. of
textual interests.

In this order of ideas, it is relevant to know this project designed from the
predominance of the pedagogical perspective on reading and writing, a
consequence of a reduced definition of what is the object of study of the history of
education and which led through its book: “Reading and Writing at School” to the
analysis of classroom practice, says that reading and writing is not something that
only happens at school. Now, when the concern is raised about the teaching of
reading and writing for didactic purposes and in relation to pedagogy, it can be
established that both reading and writing, their teaching and learning, constitute two
social and cultural practices, two abilities or skills to use and learn in certain
contexts (Cucuzza & Spregelburd, 2.012) . Among the results, motivation was
observed regarding the proposal since it distances them from the monotony of the
classroom and invites them to literary creation from home, allowing students to
delve into the practice of reading and achieve more efficiently. Reading
21
Comprehension. To take into account the influence of the results in this project, it is
proposed that the didactic strategy as a focus on improving reading habits.

Regarding the social and cultural nature of reading and writing, and its relationship
with school learning, the different representations and conceptions that the 19th
century school in Paris had about these skills are analyzed. Through the
observation of school practices and the testimonies collected from teachers, parents
and students in relation to these practices, the study demonstrates that school
practices and uses in writing differ substantially from everyday social practices and
uses. Given that the social and cultural conditions of acquisition and use of writing
determine the meanings and representations that those who interact with it make of
writing, an incursion outside the school environment would help to clarify the uses of
writing and the relationships articulated in it. around these school practices and
uses.

The researchers concluded that to know what happens at school they need to know
what happens outside of it. Consequently, in order to improve school pedagogical
practices, they considered it necessary to collaborate with researchers from other
professional fields who would provide sociolinguistic, sociocognitive, anthropological
and historical approaches, among other possible ones. Their contributions were
expected to contribute to clarifying the informal learning and uses, external to the
school environment, of reading and writing, in order to better understand the more
formalized learning, carried out in school. (Rojas Fabris, Falabella, & Alarcón,
2.016) .

In this sense, the school notebook, a historically transcendental element in the

reading-writing processes, has been gradually replaced by tools such as: Microsoft
Word (a key instrument in our research proposal), without leaving aside the
notebook as an important element in the rural context when approached. in the
construction and editing of a digital pedagogical guide that enhances skills in
writing, reading and analysis of literary productions written by students.

Based on the above, it is possible to recognize the complexity of reading and writing
and the implications that guaranteeing students' entry into written culture has for the
school. In the recognition that the latter is not reduced to knowledge of texts, but is
composed of complex practices, located in a specific context and time. Added to the
above is the immersion of new technologies that lead to rethinking new ways of

22
reading and writing in more authentic communicative contexts where efficiency and
clarity are essential.

At the international level, there is research published in the Chilean literature

magazine, which is called: “Reading, literary education and the book in the digital
age”, carried out by Josep Ballester and Noelia Ibarra (2.016) , in Chile. This work is
related to the research project, since the authors study the relationship between the
transformations of information and communication technologies in relation to the
reception and production of texts from contemporary reading and literary education,
an article that is related with the objectives regarding the impact of digital books in
relation to strengthening reading skills in students. With the development of this
work, activities are discovered that contribute to the interests of the students,
capable of adapting to the new situations that arise during learning and, therefore,
the ICT tool used to promote reading habits is a source support for learning and of
course for teaching.

At the local level, there is research published in the Master's degree work, which is
called: “ICT as a teaching strategy to improve the level of inferential reading
comprehension in the fifth grade of the CER El Bijao de Chigorodó”, carried out by
Jesús Antonio Benitez Montaño. The present research work proposes an ICT tool
developed from the analysis of some strategies to increase reading comprehension
at its inferential level. This work uses software that aims to strengthen the literacy
processes in children, a very useful tool to act positively in these academic
processes. The applicability of this strategy allows us to observe that technology
positively impacts the reading process, being an articulating axis that promotes
progress and active intervention from technological resources.

At the national level This research work entitled “I improve my reading

communication skills with ICT: A project that allows the reading process to be
enhanced through ICT and interdisciplinary work”, by Yaqueline Cuervo Giral
(2.018) It was implemented and developed based on the deficiencies in the reading
communication skills identified in the eleventh grade students of the IED school.
Fernando Mazuera Villegas. With the purpose of understanding and improving
these discoveries, Information and Technology Technologies were used.
Communication (ICT) to enhance reading comprehension processes. This was
achieved through the use of the Schoology platform and the design of activities that
involved interdisciplinary work between the subjects of English and philosophy.

23
At an international level, when we talk about the implicit theories of teaching and
learning of primary teachers and their teaching practices, Elda Friné Cossío
Gutiérrez and Gerardo Hernández Rojas (2.016) , the results analyze the
categorizations of IT (or their profiles) obtained through the questionnaire of
dilemmas with pedagogical practices carried out by the observed teachers. For
example, profiles identified as interdirect use teaching forms that are more attached
to transmissional work, focusing mainly on learning outcomes; On the other hand,
the constructivist profiles showed strategies aimed at promoting greater self-
regulation, participation and reflection by students in their learning activities.
Likewise, they make better use of the richness of collaborative work to benefit the
development of skills. In this sense, these results speak in favor of the predictive
validity of the questionnaire to anticipate the possible teaching practices of teachers
in the development of their work. Continuing with this line of projects, at the national
level within these experiences are Isabel Jiménez Becerra, Luz Andrea Salamanca
Espinosa and Luis Guillermo López López (2.018) , the project implementation of
personal learning environments to strengthen communication skills.

According to the descriptive analysis, results were obtained from the nominal
measurement with the determination of the categories, classification, selection,
quantification and qualification of the data, expressed in percentages, ranges or
coded segments that include the use of ordinal measurement in a specific rating
scale for student interactions in the PLE at the levels of advanced, satisfactory,
minimal and insufficient. The organization of quantitative data was supported by
descriptive statistics with the Microsoft Excel program and qualitative data with
processing in the MAXQDA10 program. The analysis of the data obtained in
each instrument is carried out according to the three categories proposed: PLE
components, Learning processes and Communication skills (Jiménez Becerra,
Salamanca Espinosa, & López López, 2.017) .

2.2. REFERENTIAL FRAMEWORK

2.2.1. Theoretical framework

The theory on which this research project is based is initially based on

Constructivism from its central ideas concerning the ideas of Jean Piaget, on how
knowledge is constructed based on interaction with the environment, Piaget (2012)
and Lev Vygotsky, who refers to the way in which the social environment allows an
internal reconstruction of knowledge (Springer Science Business Media., 2.012) .
24
Constructivism from its pedagogy manages to explain and establish the bases for
the student to take an active part in the teaching-learning process, because through
their previous ideas they interact with their peers, with the educator and their
context in general. It is in this interaction where knowledge is reinforced in much
more complex mental processes, such as: analysis, comparison, contrast,
classification, grouping, memory, schematization, interpretation, explanation, critical
analysis, among others.

Constructivism allows the teaching of writing one's own literary texts, their
subsequent reading and the meaning that the student can give through judgment
and analysis of their texts, to motivate more relevant learning in the reading
process. writing and understanding it in a less imposing way and allowing
spontaneity in the student when writing and reading. This pedagogical model allows
students to learn from their own learning rhythms and interrelationships, each time
cooperative work is done, inducing students towards much more significant levels of
written comprehension and production.

To go deeper into the theoretical profile in relation to constructivism and the

research proposal, we must mention Jerome Bruner. (Marques, 2.002) , American
psychologist and pedagogue who developed the theory of discovery learning. His
approach is constructivist in nature and he explains that it is the student who must
acquire knowledge by himself using the tools that are made available to him.

Bruner (2015) considers that students should learn through a guided discovery that
takes place during an exploration motivated by curiosity (in which case and taking
into account the object of our research, based on the rescue of oral tradition from
the textual production, promotes creative writing and reading which helps to
recreate literature). Therefore, the teacher's job should not be to explain content
with a very clear beginning and end, but rather he must provide the appropriate
material to stimulate his students through strategies of observation, comparison,
analysis of similarities and differences, etc. .

The ultimate goal of discovery learning is for students to discover how things work
in an active and constructive way. In fact, the material provided by the teacher
constitutes what Bruner (2.015) called scaffolding.

25
Regarding its influence on literary creation, it proposes cognitive stimulation through
the following characteristics:

1) You must have a clear sequence of the text so that its narrative
structure can be appreciated.
2) You must go from the concrete to the abstract. From the student's own
experience to the very construction of literary fiction.
3) The teacher must enable the students' experience in the construction of
literary content.
4) Periodic reviews of the concepts learned must be made (spiral
curriculum)
5) Regarding the teaching process: it must be able to capture attention, it
must analyze and represent the structure of the content appropriately, it
is important that the student describes for himself what is relevant to
solve a problem, it is essential to develop an effective sequence ,
reinforcement and feedback arise from success (Bruner, 2.015) .

Bruner, highlights the need to simplify the interaction with reality and the
inventiveness or imagination of the student to facilitate the action of learning.
The categorization of this possibility is closely related to processes such as the
selection of information, generation of propositions, simplification, decision making
and construction and verification of hypotheses. The student interacts with reality by
organizing inputs (Everything that the outside world provides in particular that may
consist of signals, data or programs). This is why learning is an active process of
association and construction (Londoño de la Cueva, 2011, p. 43).
Another consequence is that the cognitive structure prior to literary construction (its
mental models) is an essential factor in learning. This gives significance and
organization to their experiences and allows them to go beyond the information
given by the teacher, due to the integration into their structure that must be
contextualized and deepened.

The following are the implications of Bruner's theory in education, and more
specifically in pedagogy:

 Discovery learning: The instructor must motivate students to discover

relationships between concepts and construct propositions themselves.

 Active Dialogue: The instructor and student must engage in active dialogue.

26
 Appropriate information format: The instructor must ensure that the
information with which the student interacts is in an appropriate format for his or
her cognitive structure.

 Spiral curriculum: The curriculum must be organized in a spiral way, that is,
periodically working on the same contents, each time in greater depth. This is
so that the student continually modifies the mental representations that he has
been building.

 Structure first: Teach students the structure or patterns of what they are
learning, and then focus on the facts and figures (Eleizalde, Parra, C., Reyna, &
Trujillo, 2.010) .

The inclusion of some tools to digitize information, such as Microsoft Word, allows
the digital construction and editing of pedagogical material, this being an instrument
that facilitates the delivery of knowledge and in some cases a promoter of learning
since, thanks to this, in addition to time, Collaborative work and the exchange of
information are increased from constructivism.

Web tools such as Microsoft Word give both the student and the teacher a wide
variety of opportunities and without forgetting the characteristics of constructivism
since it allows the construction of knowledge between a group of students and their
teacher, without forgetting, of course, the role mediator of the teacher and the
student as the protagonist in the construction of their knowledge. Although the
reality of the permanent absence of this resource cannot be ignored because it is a
rural area with little investment in connectivity and technology.

Among the possibilities offered by constructivism through the use of new

technologies are:

 Communication between individuals is encouraged, whether synchronous or

asynchronous meetings.
 Thinking develops in interaction with others.
 Discussion is granted as part of the teaching-learning process.
 Education occurs inside and outside the physical and temporal space of the
classroom.
 The learner is an active agent of his or her learning. (Constructivism)
 Learning takes its social focus.
 Teamwork is strengthened.
 The student is allowed to make decisions.
27
 Some autonomy and freedom of action is allowed.
 The role of the teacher as a preparer and facilitator of learning environments is
highlighted.

New technologies and their tools such as text editing using Microsoft Word are
motivating for the student, due to the range of colors, sounds, animation, they allow
better receptivity for the development of true mental processes that directly affect
their learning.

The relationship between family, school and society is very important for the
construction of knowledge that promotes the appropriation of the reality of
individuals, in the face of the accelerated changes that are evident today, for this
reason, competent individuals prepared to take on the challenge that comes with
being immersed in society. For this reason, language is considered a cognitive and
necessary tool in understanding the environment. Along these same lines, in
Reading to understand, writing to transform, Cajiao states: “The continuous
dialogue between experience and words is what allows us to enrich our passage
through life, understand others and be understood by them. But both things are
required: reality and language.” (Gamboa Suárez, Muñoz García, & Vargas Minorta,
2.016) .

Thus, as the development of skills has been positioned as one of the most
important issues in the educational field, in terms of its social value, language
becomes, through its various manifestations, the axis and support of relationships.
social. Furthermore, it is considered an instrument through which individuals access
all areas of social and cultural life. It is important to talk about play as a relevant
theory where play is assumed as a starting point from didactics; it implies that it be
used in school environments in which learning is done by playing.

Playfulness is a way of living everyday life, that is, feeling pleasure and valuing what
happens, perceiving it as an act of physical, spiritual or mental satisfaction. Playful
activity promotes the development of skills, relationships and a sense of humor in
people. Play is considered fundamental in the teaching process, in which it
encourages participation, collectivity, creativity and other fundamental principles in
human beings.

Oral tradition is the way of transmitting experiences, traditions and knowledge to

other people, especially to the youngest members of the community so that they are
28
kept in memory and then told to the new members of the family. This ancestral
legacy includes stories, songs, sayings, religious practices, myths, legends, dances,
crafts, fairy tales, fables, spells, tales, among others. Human beings are responsible
for telling their own story from generation to generation; members of their family or
community gather to share ancestral knowledge over time.

2.2.2. Conceptual framework

Reading. Reading is a constructive process, in which reading comprehension is

built through a transaction process between the reader and the text itself. In effect, it
must become a driving force for thought, in the construction of meaningful
processes and understanding. In fact, Cassany (2.006) , Maintains that:
Reading is understanding. To understand, it is necessary to develop several
mental skills or cognitive processes: anticipate what a piece of writing will
say, provide our prior knowledge, make hypotheses and verify them, draw
inferences to understand what is only suggested, construct a meaning (p. 4).

In this process, the reader is required to use a number of strategies in order to

construct meaning and activate knowledge schemes in order to elaborate the
interpretation of everything that is read in the text. Therefore, reading allows human
beings to actively relate to their environment; its main scenario is to permanently
interact with those around them. This interaction must be didactic in the classroom,
as an environment of positive and meaningful motivation for students.

Playful. Playfulness is identified with “ludo” which means action that produces fun,
pleasure, joy and any action that is identified with recreation and with a series of
cultural expressions such as theater, dance, music, sports competition, children's
games, games of chance, popular festivals, recreational activities, painting,
narrative, poetry, among others. Furthermore, it is understood as a dimension of the
development of individuals, being a constitutive part of it. This concept refers to the
human need to communicate, to feel, to express oneself and to produce a series of
emotions.

In another way, Jiménez mentions that play is a dimension of human development

that promotes psychosocial development, the acquisition of knowledge, the
formation of personality, that is, it contains a range of activities where pleasure,
enjoyment, activity intersect. creative and knowledge. It could be said then that play
29
is related to the social since it responds to the dimensions as an inherent process of
the individual, thus the human being needs to relate to others to be able to
constitute himself as a person, enjoying his own free time.

Oral tradition. Guillermo Bernal Arroyave (2.010) , author of the book “Oral
tradition, school and modernity, the enchanted word.” It is commented that: Oral
tradition transmits the consciousness, not of individuals, but of the community; not
personal experiences, but a heritage that has become collective over time” (p, 52).
From what has been said above, it can be said that oral tradition is a literary source
of a variety of information for the appropriation of one's own knowledge of the
history and customs of each region.

UNESCO (1.998) , to support this process creates “La orality”, a yearbook

publication “For the rescue of the oral tradition of Latin America and the Caribbean”.
The most important thing for the preservation of traditions and oral expressions is to
maintain their daily presence in social life. It is also essential that the opportunities
to transmit knowledge between people, to maintain interaction between the elderly
and the young, and to tell stories at school and at home persist. (UNESCO, 2.007) .
Oral tradition refers to events, testimonies, stories, tales and customs, transmitted
orally. It is a source of learning, as it contains information on knowledge from
different areas such as: history, myths, sacred texts, rituals, music and dance.

3. METHODOLOGICAL DESIGN

The oral tradition, a didactic strategy to promote reading in the students of the Tulio
Enrique Tascón Chambimbal Educational Institution, will be an investigation
approached from qualitative methodology , which offers specialized techniques to
obtain in-depth answers about what boys and girls think and they feel,
predominantly using information from participant observation, documents, videos,
among others. Therefore, using this type of research during the development of this
research project is of great importance, since it allows us to know in detail each of
the difficulties that students present in terms of reading habits, and it also allows us
to know the strategies used by teachers. in teaching in order to propose appropriate
solutions for each of them.

According to the guidelines of the qualitative approach, the results of the research
process can be obtained from data collection without having to propose a numerical
30
measurement to answer the research question (Collado and Hernández, 2010).
Likewise, from the deductive method, Collado and Hernández (2010) propose to
delve into the problem from the general to the particular, ultimately managing to
structure conclusions and recommendations that, when applied, will contribute to
responding to it.

3.1. KIND OF INVESTIGATION

This way of guiding the research proposal in its methodology will allow oxygenation
of the teaching-learning process in the area of language. The research techniques
that will be used to collect and analyze the information provided in practice will help
provide an understanding of the research project.

The main research methods in the proposal will be:

 Direct observation: Carefully observing the evolution of the 22 students

regarding the methodology implemented in the research project, taking and
recording the situations that arise and that are the reason for analysis.

 Evaluation rubric: Managing to detect the level of progress and requirement of

the 22 students regarding the process of reading fluency and comprehension
with the tests designed within the didactic booklet, which will establish the level
of complexity of the literacy skills.

 Constant analysis of information: Which will allow the production of reports

or results that, analyzed sequentially, will establish the progress of the research
both by the student and the group in general from a large amount of data
ranging from analysis of previous SABER tests, test of the use and application
of technology within reach at home (rural area with absence and deficiency of
connectivity) and field analysis in relation to the development of research in its
monitoring and evaluation phase.

3.2. HYPOTHESIS

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In relation to the hypothesis, Hernández, Baptista and Fernández (2014) express
that they seek to try to prove it, it is considered as a possible projection of what is
expected with the development of the research, in this case:

H: The fourth grade students of the Tulio Enrique Tascón Chambimbal Educational
Institution of the Municipality of Buga will generate reading habits through oral
tradition.

3.3. VARIABLES OR CATEGORIES

The variables are used to designate any characteristic or quality of the observation
unit, they are the main elements of the problem, the objectives, they are discussed
in the frameworks, the methodology proposes how to observe them, measure them,
present them and analyze them. . Lerma (2009). According to the statement of the
problem, the objectives and the theoretical framework proposed in the development
of the research project, it is possible to establish the following aspects as variables
to take into account:

Independent variables

a. Level of understanding, production and interpretation of written texts

according to the DBA of the language for a student who attends the fourth
grade of primary school at the Tulio Enrique Tascón institution,
Chambimbal.

By forging a specific analysis of the results obtained by the students of grades 3

and 5 of the main headquarters under study of the research project, it is
possible to demonstrate the strengths and weaknesses in reading and writing
competence, a fact that undoubtedly responds in a large part of the
shortcomings found in fourth grade students in the fundamental areas taking
into account the transversality of these two competencies in the mental
processes that are carried out in these disciplines.

Reasons why it is established that the level of production, understanding and

interpretation of written texts by students who move on to grade 5 is one of the
determining causes that have affected for many years the academic
32
 performance of the primary school that results in the low results obtained in the
external tests applied for the development of the project, it is proposed to
observe and analyze the results obtained in 2017 in the SABER tests presented
by 5th grade students in the area of language. Taking into account the
competencies and components evaluated to measure the level of production,
understanding and interpretation of texts with which students reach 6th grade
and present the pedagogical strategy adjusted according to the needs,
weaknesses and strengths identified.

b. Promote reading comprehension processes and the possibilities of

access of fourth grade students to ICT to achieve this purpose in the
family context.

It is indisputable that the level of production, understanding and interpretation of

written texts is a process that is not only linked to the degree of motivation
carried out in the educational institution and the pedagogical strategies that are
managed there, the family context is essential in the purpose. to achieve high
standards in the development of these skills, however it is important to take into
account the social, economic and cultural factors that can influence in different
ways the effectiveness and efficiency with which the development of these skills
is achieved or not.

Therefore, for the analysis of this variable, it is necessary to carry out a study of
the social context, which allows establishing the level of academic training of
the parents and/or guardians, family formation, support strategies (parents
and/or guardians of students) in the motivation of the reading and textual
production processes, possibilities of access to technological tools according to
their economic conditions, as an example of some aspects that undoubtedly
affect the development of the plans established for this project and that can be
measured qualitatively. identifying behavior patterns regarding the habit of
family reading and writing and quantitatively identifying the time dedicated to
reading or activities in textual production written within the home.

Dependent variables

c. Degree of incidence and affectation of the level of reading and writing

skills of a student in the fourth grade of primary school, and their
33
 academic progress in the language area that is subject to evaluation in
external tests.

The students who are in the fourth grade at the main campus are students who
have completed the previous grades at the institution. Some come from the
campuses belonging to the institution under study and although they belong to
the same institution, it is possible to see multiple differences in academic and
behavioral aspects, but without a doubt one of the most relevant aspects and
which is considered the cause of the results obtained in the last two years in the
SABER tests and which show fundamental shortcomings in areas such as
Mathematics and Spanish Language is the low level of production,
comprehension and textual interpretation.

Reasons why it is proposed to observe and analyze the results obtained in 2017
by 5th grade students in the SABER tests, in relation to the basic areas, placing
special emphasis on the competencies that transversalize the area of Spanish
language and contrast them with the current academic performance of fourth
grade students who are beginning the last cycle of primary school and on which
the results obtained in the tests applied in subsequent grades will largely
depend. In this way it will be possible to measure the level of affectation of the
reading and writing skills in the language area in relation to the fundamental
areas, object of evaluation in the SABER tests and present the findings through
a descriptive report to provide feedback to the intended pedagogical strategy.
build into the research project.

d. Efficiency of the use of a technological tool such as Word being an

instrument for the digitization of pedagogical information in the language
area to implement a didactic primer to awaken students' interest in
reading (taking into account the rural context with little scope to the
technology)

Based on the identification of the level of production, understanding and

interpretation of written texts and its impact on the performance of fourth grade
students in fundamental areas, the structuring of a pedagogical strategy
(didactic booklet) mediated by the Microsoft Word tool is proposed. for the
understanding and production of literary texts from the oral tradition and through
its various options, formats, aids, generating a written culture, which will allow in
the medium term to develop the necessary skills to improve the shortcomings
34
 found in the reading and writing skills that They are transversal to the other
fundamental areas.

The effectiveness of this strategy will be reflected and can be analyzed from the
quality of the written texts made by the fourth grade students through the good
use of the booklet designed for this purpose, therefore clear criteria will be
established for the construction of this, in such a way that it can measure the
development of the competencies established in the standards for
competencies for the language area in the 4th to 5th cycle, especially in the
writing and reading competencies, in the same way the effectiveness of The
strategy implemented will depend largely on its digital or physical use.

3.4. OPERATIONALIZATION OF VARIABLES OR DESCRIPTION OF

CATEGORIES

Board1 . Operationalization of variables

Variable type
Dimensions Indicators
and name

Identify main ideas

Match the title and the text

Literal
Comprehensi Formulate relationships and comparisons
Independent on
variable: Prepare transformation schemes
Reading
Comprehensio Make judgments about what you read
n and textual
production Decode information

Inferential Produce texts

Understandin
g
Analyze and create new information from
orality

35
 Argue what is analyzed in the text

Textual Establishes accurate communicative

interpretation interpretation.

Establish analog relationships

Source: self made

Variable type
Dimensions Indicators
and name

Evidence study habits at home

Identify familiar references in the reading and

writing processes

They establish spaces for the transmission of

Relations
oral tradition.

Independent Communication and reading as a family

variable:
Family context Reading and writing motivation from various
and reading family contexts.
comprehensio
n Take the fluency and comprehension tests
with family support
Interactions
Identify reading spaces and times

Analyze pedagogical activities

Establish study spaces and habits at home for

Habits
the language area

36
 Design an environment for reading

Set schedules for activities

Source: self made

Variable type
Dimensions Indicators
and name
Evidence study habits at home

Identify familiar references in the reading and

writing processes

They establish spaces for the transmission of

Relations
oral tradition.

Communication and reading as a family

Independent
variable: Reading and writing motivation from various
Family context family contexts.
and reading
comprehensio Take the fluency and comprehension tests with
n family support
Interactions
Identify reading spaces and times

Analyze pedagogical activities

Establish study spaces and habits at home for

the language area
Habits
Design an environment for reading

37
 Set schedules for activities
Source: self made

Variable type
Dimensions Indicators
and name
Dependent Identifies elements of narrative, lyrical,
variable: informative, expository and descriptive texts
that allow information to be organized and
Level of serve a communicative purpose.
communicatio Use some reading strategies such as defining
n skills objectives, outlining or searching for
information in various sources.
Plan, write, review and rewrite texts taking
Read and
into account content, recipients, purposes and
write
structures.
Organizes ideas into paragraphs that maintain
a theme, use connectors, use relevant
vocabulary and take into account spelling
rules.
Writes literary and non-literary texts in which
he uses literal and figurative, and verbal and
non-verbal language.
Hear Identify contents, structures, communicative
purposes and points of view in various oral
texts.
It analyzes oral texts that circulate in the
school environment, in the media and in
artistic settings, in which it recognizes central
38
 themes and formal characteristics.
Analyze and understand audiobooks and their
content.
Produces oral texts such as exhibitions, news
and stories taking into account the content,
structure and communicative purpose

Analyze the communicative situation to

Talk participate effectively in discussion scenarios

Uses visual aids, speech markers,

intonations, gestures and body movements to
communicate orally
Source: self made

Variable type
Dimensions Indicators
and name
Enrich your literary experience through
encounters with different texts.
Recognizes the themes that a literary text
addresses and its links with everyday and
school life.
Select the topics you want to address in a
literary text.
Literary
experience It includes the use of elements that make up
Dependent literary texts such as the narrator, characters,
variable: acts, dialogues, monologues, verses, stanzas,
rhymes.
Supporting
teaching Observe reality as a starting point for the
strategy creation of literary texts
Read literary texts such as poems, stories,
fables, legends and myths, and differentiate
them from non-literary texts.
Ask and answer questions about the texts you
Oral tradition read to locate the information they contain.
Characterize and compare characters and
environments of a narrative or a description
from the tradition of its environment

39
 Plan the writing of a text based on the topic to
be developed, the communicative purpose it
will fulfill and the recipient to whom it is
directed.
He writes texts with clear handwriting because
Literary he is aware that they must be understood by
creation others.
Write short narrative texts, such as diaries,
anecdotes and letters, in which they present a
series of events organized by beginning,
middle and end that are linked by means of
connectors.
Source: self made

3.5. POPULATION AND SAMPLE

The municipality of Guadalajara de Buga is located in the Central Zone of the

Department of Valle del Cauca, in the part where the geographic valley is
narrowest, enjoying not only the beauty of the landscape, its varied and beautiful
topography but also the the fertility and productivity of its lands, becoming a true
agricultural and livestock pantry.

Now, the municipality of Buga, Valle, currently has an approximate population of

127,545 inhabitants. Its geographical location is privileged and strategic, as it places
it at a true crossroads, at the convergence of the main land routes that cross the
west of the country. All this gives it a prominent position among the other cities in
the department. (Cámara de Comercio de Buga, 2.020) .

3.5.1. Sample

The study will be carried out in the country, Colombia in the department of Valle del
Cauca, in the city of Guadalajara de Buga, at the Tulio Enrique Tascón Educational
Institution, Chambimbal. The Tulio Enrique Tascón Educational Institution,
Chambimbal, (main headquarters), located in the rural area of Guadalajara de
Buga, has a population of 563 students between the preschool, primary basic,
40
secondary basic and technical secondary grades and a teaching team and
administrative of 32 people, 19 women and 12 men between the ages of 30 and 69
years.

For the sample, 5% of the population will be taken into account, which is made up of
22 fourth grade students, 11 men and 11 women between the ages of 8 to 11 years,
since the total population meets the inclusion criteria and presents a valid number to
obtain representative and relevant results of the research.

3.6. PROCEDURE

According to the proposed hypothesis and the selected analysis variables, the
following activities are established, classified into three phases called: Diagnosis
and design, Implementation and finally Monitoring and Evaluation, which will allow
the proposed objectives to be met within the project:

3.6.1. Diagnostic Phase: (Specific Objective #1)

Stage: In order to analyze the strengths and communication needs of the fourth
grade students of the Tulio Enrique Tascón Chambimbal Educational Institution, it
will be necessary to develop an analysis of the results obtained by the 5th grade
students in the SABER tests of the year 2017 in the area of language and contrast
them in the same way with the results obtained at the individual level in this area for
which it will be necessary to carry out the following tasks:

 Step 1: Download the results of the SABER 2017 tests in the language area for
grade 5 of the Tulio Enrique Tascón Educational Institution, Chambimbal
website “www.icfesinteractive.gov.co” and analyze the results obtained in the
reading skills and writer describing the components in which the greatest
difficulties arose.

 Step 2: Generate participation authorization information collection instruments

for parents or guardians.

41
 Step 3: Apply the self-diagnosis survey of the reading context for fourth grade
students who can contribute in the skills (Reading and Writing) most related to
the development of the project.

Result of Phase I: Analysis of the factors that affect the problems found in the
fourth grade population

3.6.2. Design Phase: (Specific Objective #2)

Stage: To effectively carry out this strategy, the pedagogical strategy of the
teaching guide “Tulinos reader-writers traveling through reading”

 Step 1: Design a pedagogical strategy based on the results obtained in the

previous tasks, to enable the development of reading and writing skills.

 Step 2: Adjust the activities taking into account the classroom plan that allows
illustrating, exposing and guiding fourth grade students on the processes of
reading, understanding and textual interpretation, the activities already adjusted
and under the guidance of the teacher in such a way. so that you can illustrate
some examples and start working on the guide.

Result of Phase II: Structuring of the digital and physical guide that will guide the
processes to strengthen reading comprehension.

3.6.3. Implementation Phase: (Specific Objective #3)

 Step 1: Implement the pedagogical strategy designed in the first activity where
students begin the development of their own concepts, creations and others,
the guide and times established from home, taking into account remote
education at home.

42
 Step 2: Apply weekly reading workshops, in 12 sessions from remote work at
home, to develop the understanding and interpretation of digital books, guiding
collective exchange between students.

Result of phase III: Teaching guide prepared by fourth grade students will be
socialized digitally, with the highlights on the social network Facebook, this being
the only collective network to which there is access.

3.6.4. Monitoring and evaluation phase (Specific objective #4)

Activity: To determine the impact generated by the implementation of the didactic

and pedagogical strategy on the development of literacy skills and its influence on
the academic performance of students in the language area that is the object of
evaluation in the knowledge tests, it is It is essential to evaluate the results obtained
after the development of the booklet “Tulinian Readers Traveling through Reading”
by the fourth grade students. To do so, the following tasks must be carried out:

 Task: Generate and apply a rubric that allows determining the level of fluency,
comprehension and reading textual production of the students based on the
activities developed through the digital and physical guide, taking as a reference
the basic learning rights for the language area in the 4th and 5th grade cycle

 Task: Final delivery of the files with the finished physical or digital guide by the
fourth grade students of the Tulio Enrique Tascón Educational Institution in pdf
format.

Result of phase IV: Descriptive report of the impact generated from the application
of the digital and physical teaching guide based on the results obtained in the
application of the evaluation matrix, the analysis of the evolution in the academic
performance of the students and the opinion of the educational community about
the final product

3.7. COLLECTION INSTRUMENT OF INFORMATION

43
To collect the information, two surveys applied to students will be used, in order to
investigate the reading habits and practices they have and their applicability in the
teaching and learning process.

Del Moral and Molina (2018) state that one of the elements that has been part of the
educational reforms over the years has to do with “the training of competent readers
and the creation of reading habits,” which is why they motivated the design of a
questionnaire to evaluate reading habits in students in their first year of teacher
training, which was taken and adapted to evaluate their reading habits in the
population under study.

The relationship that the instrument has with the study categories lies in the
appropriation of the competencies inherent to reading habits (conscious
competencies and unconscious competencies).

Of the instrument designed and validated by Moral and Molina (2018), the following
criteria are taken into account according to the ages of the population under study,
in relation to the original questionnaire, as follows:

- Personal data from the reader self-diagnosis questionnaire. Personal and

academic data in the initial survey: Not applicable for this research
project.
- Questions 1,2,3 and 4: Relevant for this research project when
investigating reading activities at home and at school to know their habits
and their interest in strengthening them.

3.8 DATA ANALYSIS TECHNIQUES

To process the information, a quantitative method will be used through the use of
programs such as Microsoft Excel to facilitate the systematization and graphic
representation of the information obtained during the research process.

Once the data obtained in the surveys has been recorded, a Progress Assessment
Rubric will be designed, which allows observing the student's progress and the level
of progress in the proposed activities. The analysis will define the elements on
which the teacher can focus to improve the teaching process and achieve truly
significant learning for the student.

44
 4. ETHICAL CONSIDERATIONS

This research project contemplates the following aspects:

 Research with human beings.
 Use of personal data.
 Research in social groups, communities.

The Oral Tradition project, a teaching strategy to promote reading in fourth grade
students of primary basic education at the Tulio Enrique Tascón Chambimbal
educational institution, responds to a methodology developed in an ethical and
responsible manner, because the benefits of use of the Logical Framework (LFR)
approach as a development in response to the problem raised above.

This EML tool provides us with the necessary information regarding project planning
and management. Through systematic training of the people involved in the project,
and also, continuous monitoring of each of its steps or stages of the process. This
research strategy is designed to carry out the necessary inclusion processes within
the group under study, taking into account the PIAR of students with disabilities,
exceptional abilities or talents, and learning disorders.

Due to the COVID 19 global emergency, the methodology of remote work at home
and the possible educational alternation scheme are taken into account, since
virtuality is not possible, since this is a rural area with limited connectivity.

From the different educational contexts of the project, the aim is to articulate and
strengthen the PILEO Project of the educational institution, through different
activities in the language area from the DBA guideline, these being the banner of
guidance for the pedagogical processes of the research proposal. .

45
It is necessary for parents or guardians to know about the applicability of the project
and sign the relevant authorization for the use of students' personal data as well as
the information to be handled within the research project.

It may present situations of denial of active participation, due to this new modality of
study at home, a consequence of the pandemic (COVID 19), for this reason the
parent is given the option of working on these activities physically, delivering the
pedagogical guides (booklets) directly to the institution every week, taking into
account all biosafety protocols.

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50
 ANNEXES

ExhibitA Schedule

No.
ACTIVITIES
1 2 3 4 5 6 7 8 9
Authorization request to
guardians.
Construction and
application of diagnostic
tests.
Analysis of diagnostic
tests.
Construction of
recreational activities.
Collection of information,
application of surveys and
analysis of information.
Application of the
methodological proposal.
Implementation and
development of activities
of the methodological
proposal.
Socialization of results of
the proposal and
preparation of the final
report.
Evaluation of the proposal.

Source: self made

51
 ExhibitB Budget

Concept Concept value Totals

Equipment: $ 0 $ 0
2 Laptops $ 700.000 $ 1.400.000
Total Teams $ 1.400.000
Materials:
Photocopies $ 500.000 $ 500.000
Internet $ 80.000 $ 80.000
Transport $ 80.000 $ 80.000
Others $ 50.000 $ 50.000
Total Materials $ 710.000

Human talent:
Research teachers $ 0 $ 0
Fourth grade students $ 0 $ 0
Research Advisor $ 0 $ 0
Total Human Talent $ 0
Total budget $ 2.110.000

52
Annex C Survey

53
Annex D Participation request letter

54
 Annex E Survey aimed at students

INSTRUMENT FOR DATA COLLECTION

SURVEY DIRECTED TO FOURTH GRADE STUDENTS
TULIO ENRIQUE TASCÓN INSTITUTION, CHAMBIMBAL
MAIN PROBLEMS YOU HAVE WHEN WRITING AND/OR
OPTIONS
READING A TEXT
What level of difficulty do you have with each of the
1 DIFFICULTY LEVEL
following options in relation to reading?
1.1 You can't concentrate 1 2 3 4 5
1.2 You don't understand what you read 1 2 3 4 5
1.3 The language is too complicated for you 1 2 3 4 5
1.4 You are easily distracted 1 2 3 4 5
2 Are reading and writing habits encouraged in your home? 1 2 3 4 5
Do your teachers use strategies to promote spontaneous
3 1 2 3 4 5
reading and writing?
Rate the following literary genres and media according
4 PLEASURE LEVEL
to the level of preference for reading them
4.1 Riddles, tongue twisters, strings 1 2 3 4 5
4.2 Myths, legends and stories 1 2 3 4 5
4.3 Magazines and newspapers 1 2 3 4 5
4.4 Poetry and/or songs 1 2 3 4 5
How often do you practice reading and writing for your own
5 1 2 3 4 5
pleasure?

Rate the following genres according to the pleasure you

6. would have in writing them, if you were to write a book
PLEASURE LEVEL
yourself and become a writer.
6.1 Poetry 1 2 3 4 5
6.2 Tale 1 2 3 4 5
6.3 comic books 1 2 3 4 5
6.4 Myths and legends 1 2 3 4 5

55
 Technology applicability
Rate the following technological elements or tools
7 DEGREE OF USE
according to their use
7.1 Desktop 1 2 3 4 5
7.2 Laptop 1 2 3 4 5
7.3 Tablet 1 2 3 4 5
7.4 Cell phone 1 2 3 4 5
7.5 Use on social networks (WhatsApp- Facebook) 1 2 3 4 5

How often do your teachers use technology and web tools

8 1 2 3 4 5
to carry out their homework?

Rate the following elements, according to the

9 importance they have for you, in the learning habits of IMPORTANCE LEVEL
reading and writing.

9.1 Notebook 1 2 3 4 5
9.2 Computer, Tablet, cell phone 1 2 3 4 5
9.3 Dynamics 1 2 3 4 5
9.4 Audio 1 2 3 4 5
How much would you like your writings to be published on
10 1 2 3 4 5
the Internet?
Fountain. Own elaboration

56