The use of concept maps for developing reading comprehension in Telesecundaria students
DOI:
https://doi.org/10.62697/rmiie.v5i2.339Keywords:
Cognitive maps, teaching strategy, reading comprehension, meaningful learningAbstract
This article analyzes the challenges faced by elementary school students in achieving adequate reading comprehension, as well as their relationship to the implementation of the New Mexican School (NEM) model. This analysis is based on observations of students at Telesecundaria 247, in school zone 63, in the municipality of Tlaxcoapan, Hidalgo. This institution aims to strengthen reading comprehension, as diagnostic assessments revealed low levels of academic achievement. One of the main causes of this situation is the lack of a reading habit among students, as well as their limited interpretation of the texts they read. This problem directly impacts learning, since reading is a fundamental tool for acquiring knowledge in all subject areas. Among the most frequent difficulties identified is that students are unable to recognize the main ideas of texts, nor do they develop interpretations or analyses that would allow them to express their points of view or understand different academic approaches. In this sense, one of the greatest challenges for secondary education in Mexico is getting young people motivated to read consistently and meaningfully. The New Mexican School model seeks to address this challenge by promoting learning spaces connected to students' realities and life contexts. Reading is a process in which thought and language interact continuously.
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