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Authors

  • Lucía Martínez Vázquez Universidad de Oviedo
  • Eva María Iñesta Mena Universidad de Oviedo
Vol. 24 (2017), Artículos, pages 65-80
DOI: https://doi.org/10.30827/reugra.v24i0.16615
Submitted: Nov 5, 2020 Published: Nov 13, 2017
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Abstract

Reading comprehension is a complex process, whose teaching involves multiple factors, as highlighted by Psychology, Didactics of languages, and others disciplines. Nevertheless, theoretical frameworks need to be applied by means of innovative practices and resources. The aim of this work is to present an innovation implemented in 2016-2017 in the third year of primary school, in the frame of an action-research, with the objective of reinforcing the learning of reading. In order to cope whit the comprehension difficulties involved in attention and concentration abilities, a didactic intervention was designed with the musical tale as a resource. Different approaches to this sort of text, integrated in diverse activities, facilitated the learning of active listening of tales, expressing reading, and guided the attention of readers to metacognitive strategies. The experience allows better identify some difficulties in the reading process, and prove the usefulness of the musical tale, as a meaningful resource to support the teaching and learning of reading.

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How to Cite

Martínez Vázquez, L., & Iñesta Mena, E. M. (2017). Musical Tale as a Reading Comprehension Resource in the Classroom. Revista De Educación De La Universidad De Granada, 24, 65–80. https://doi.org/10.30827/reugra.v24i0.16615