Lectura colaborativa y multimodal: innovación pedagógica en la lectura de Romeo y Julieta en estudiantes chilenos de secundaria

Abstract

Reading assessments in educational institutions in Chile usually consist of closed-ended questions with multiple choice. This practice is commonly known as home reading, since students have a month to read the book at home. Moreover, it carries out that students are not motivated to read the books alone for a whole month. As a consequence, they do not obtain good results and quite often do not really understand what they read. This study presents an educational innovation carried out in the home reading of Romeo and Juliet in two Chilean third year high school classes (n=61) proposing multimodal texts. The twofold objective of the innovation was to improve reading comprehension through the graphic novelization of the classic book while fostering enjoyable reading. The pedagogical innovation consisted in reading the graphic novelization of Romeo and Juliet in a collaborative way and after that watching the film. When comparing the results obtained in both reading exams, it was possible to identify that 51% of the sample increased their grades after following the reading innovation. In addition, the percentage of students who reached 90% achievement was 65.5%.