DEVELOPMENT OF READING COMPREHENSION AND INTERCULTURALITY THROUGH CREATIVE READING IN TENTH GRADE STUDENTS OF THE “FLOR DEL ORIENTE” EDUCATIONAL UNIT

Abstract

DOI: https://doi.org/10.46296/yc.v10i19.0935

Abstract

This article aimed to propose an Intercultural Creative Reading Model (ICLM) to develop reading comprehension and intercultural communicative competence in tenth-grade students at the "Flor del Oriente" Educational Unit. The study sought to overcome the limitations associated with traditional reading practices focused on rote decoding and with little integration of cultural diversity in the teaching-learning process. A proposal was developed based on the sociocultural and strategic approaches to reading comprehension, as well as the principles of critical interculturality. This proposal was applied at the design and theoretical validation stage through expert review. The methodology employed was educational development research with a qualitative-interpretive approach, complemented by a descriptive quantitative analysis. The results demonstrated a high level of validation of the model by the experts, as well as adequate internal coherence, curricular relevance, didactic viability, and theoretical soundness. It was evident that the integration of creative reading strategies organized in the phases before, during and after reading favored inferential and critical comprehension processes, as well as the development of intercultural attitudes in students.

Keywords: Intercultural communicative competence; reading comprehension; reading pedagogy; interculturality; creative reading.