REFLECTIONS ON THE USE OF DIGITAL PLATFORMS AS A SUPPORT TOOL TO STRENGTHEN READING PROCESSES IN SECONDARY-LEVEL LEARNERS

Abstract

This essay aims to analyze how the use of digital platforms can become a key pedagogical resource to strengthen reading processes in secondary-level students. Based on a qualitative perspective and supported by the exploration of documentary sources, studies are analyzed that address the influence of these technological tools in the educational field, particularly in the reinforcement of reading skills. The selection of sources focuses on academic research that provides evidence of meaningful pedagogical experiences. This review makes it possible to identify benefits, challenges, and successful experiences that can enrich teaching practices. It is emphasized that such platforms promote student interaction, foster peer collaboration, and contribute to the design of meaningful, flexible, and inclusive virtual learning evironments. However, the findings show that effective pedagogical use requires teachers to possess digital competencies and master appropriate didactic strategies, so that implementation is intentional, reflective, and aligned with curricular goals. As a conclusion to this reflection, it is believed that digital platforms, when integrated into a contextualized pedagogical plan, can become effective mediators in the strengthening of reading skills. Likewise, the value of integrating digital reading strategies with common didactic techniques is highlighted, with the aim of promoting critical thinking and enhancing students' communication skills in diverse learning environments.