Herramientas digitales para fortalecer la lectura en el proceso de enseñanza y aprendizaje en los estudiantes de Bachillerato

The study focuses on the introduction of digital tools as didactic strategies to improve the reading competence of high school students, especially in the Educational Unit Maria Luisa De Sotomayor, where challenges in this aspect are identified. The research seeks to analyze how these tools can strengthen reading in the specific context of the institution, posing a hypothesis about the difference in reading competence between students exposed and not exposed to these tools. To support the research, methods such as analysis-synthesis, scientific observation and surveys will be used, with the aim of improving educational quality, adapting to technological changes and promoting essential skills for academic success. The proposal “A- E / DIGITAL READING” was implemented for 7 weeks, focusing on the use of digital tools to strengthen the interactive learning of reading. The activities carried out in each session are detailed, which included the use of platforms such as Wordwall, MindMeister, Canva, Audiobooks, memes, Google Docs and Padlet, each focused on specific aspects of reading comprehension and interaction with the content. The research design follows a quasi-experimental approach with control and experimental groups, using pretest and posttest to evaluate the effect of digital tools on reading motivation. The results of statistical tests, such as the Kolmogorov-Smirnov test and the Wilcoxon test, indicate a significant improvement in reading motivation after the intervention with digital tools, suggesting a positive impact of the proposal on the students' reading process