Interactive Tools to Improve Reading Comprehension of Middle School Students

Abstract

Introduction: This study addresses the problem of low levels of reading comprehension in upper elementary students and its impact on academic performance. The overall objective is to compare the effectiveness of interactive tools versus traditional methodology in improving reading comprehension in upper elementary students. Materials and methods: The research was conducted with 120 students between the ages of 11 and 14, balancing gender and socioeconomic diversity, at the La Providencia Educational Unit. The design was quasi-experimental, comparing an experimental group, which used interactive tools, with a control group, which followed traditional methods. Pretests and posttests were conducted to compare reading skills between the experimental and control groups after the intervention. Results: The results revealed significant improvements in the experimental group in key competencies such as identifying main ideas, critical analysis, interpreting graphs, and advanced vocabulary. Students in the experimental group showed a 35% increase in general comprehension and other specific skills, in contrast to more modest results in the control group. Discussion: These findings highlight the effectiveness of interactive tools in promoting dynamic and inclusive learning that adapts to individual students' needs. Conclusions: The findings demonstrate the importance of integrating these technologies into the school curriculum, given their positive impact on student motivation and active engagement. Teacher training in their use and additional research are recommended to explore their applicability in other educational contexts and learning areas.