Technological strategies for learning reading levels in upper elementary students

Abstract

This research analyses the implementation of technological strategies for learning reading levels –literal, inferential and critical–, with a focus on their integration in contemporary educational environments. These strategies have become key tools to enhance students’ reading skills, especially in a context where information and communication technologies (ICT) play a crucial role. This study reviews previous literature on the impact of ICT in education, identifying their advantages and limitations. Its objective was to: Explore how technological strategies contribute to the development of reading skills, analyzing their influence on the comprehension and critical evaluation of texts. It also seeks to identify the main challenges associated with their implementation in the classroom. A bibliographic review of previous studies that document the impact of technological tools on reading learning is carried out. In addition, reports and academic articles on their effectiveness and the pedagogical practices that optimize their application are analyzed; The results obtained were: The findings show that the use of technologies such as interactive platforms, mobile applications and multimedia resources significantly improves students' motivation, reading performance and critical thinking. However, challenges related to the digital divide and teacher training are also highlighted. All of this allowed us to reach the following conclusions: Technological strategies represent a valuable resource to strengthen reading levels, as long as they are integrated with appropriate pedagogical methodologies and contextual limitations are addressed. It is recommended to promote teacher training and guarantee equitable access to technological resources to maximize their impact on reading learning.