Inferential reading and technological mediations in primary school in Colombia

Los problemas en la comprensi?n lectora se estiman como uno de los factores influyentes en los problemas de la calidad de la educaci?n en Colombia, como respuesta a esta problem?tica se presenta en este art?culo los resultados de la investigaci?n El m-Learning como estrategia para el fortalecimiento del nivel inferencial en la comprensi?n lectora en estudiantes de grado quinto  de una instituci?n educativa del municipio Cartago ? Valle del Cauca, que se realiz? con el objetivo de fortalecer el nivel inferencial en comprensi?n lectora mediante la estrategia del m-Learning. Para esta investigaci?n, se aplic? el enfoque metodol?gico cualitativo con enfoque de Investigaci?n acci?n participativa, donde participaron 30 estudiantes de grado quinto. Los resultados demostraron que el nivel de lectura inferencial se fortaleci? de un nivel bajo con un 36% pasaron a un 0%, del nivel b?sico de un 7% a un 3%, de un nivel alto de 17% a un 37% y de un nivel superior inicial de 7% a uno del 60 % respectivamente. Por tanto, se concluye que la innovaci?n mediados por M- learning permite fortalecer procesos de lectura en el nivel inferencialThe problems in reading comprehension are estimated as one of the influential factors in the problems of the quality of education in Colombia, in response to this problem, the results of the m-Learning research are presented in this article as a strategy for strengthening of the inferential level in reading comprehension in fifth grade students of an educational institution in the municipality of Cartago - Valle del Cauca, which was carried out with the objective of strengthening the inferential level in reading comprehension through the m-Learning strategy. For this research, the qualitative methodological approach was applied with a participatory action research approach, where 30 fifth grade students participated. The results showed that the inferential reading level was strengthened from a low level with 36% to 0%, from the basic level from 7% to 3%, from a high level from 17% to 37% and from an initial higher level of 7% to one of 60% respectively. Therefore, it is concluded that innovation mediated by M-learning allows strengthening reading processes at the inferential level