Resumen de Lectura colaborativa y multimodal: innovación pedagógica en la lectura de Romeo y Julieta en estudiantes chilenos de secundaria
Gabriela Barrios Ruiz, Alba Ambròs i Pallarès
Reading assessments in educational institutions in Chile usually consist of closed-ended questionswith multiple choice. This practice is commonly known as home reading, since students have a month to readthe book at home. Moreover, it carries out that students are not motivated to read the books alone for a wholemonth. As a consequence, they do not obtain good results and quite often do not really understand what theyread. This study presents an educational innovation carried out in the home reading of Romeo and Juliet intwo Chilean third year high school classes (n=61) proposing multimodal texts. The twofold objective of theinnovation was to improve reading comprehension through the graphic novelization of the classic book whilefostering 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 inboth reading exams, it was possible to identify that 51% of the sample increased their grades after followingthe reading innovation. In addition, the percentage of students who reached 90% achievement was 65.5%.
