STRENGTHENING READING COMPREHENSION IN STUDENTS WITH CYBER ADDICTION IN THE SEVENTH GRADE OF THE LOS LAURELES DISTRICT EDUCATIONAL INSTITUTION OF BARRANQUILLA-COLOMBIA

Abstract

This article deals with the strengthening of reading comprehension in students who have cyberaddiction, a phenomenon that is growing significantly in this digital era, negatively influencing intellectual skills and affecting the teaching-learning process. The main objective of this work was to analyze the impact of cyberaddiction on the reading comprehension of students in the seventh grade of secondary education at the Los Laureles District Educational Institution Barranquilla-Colombia. The object of study was designed with a qualitative approach, framed in the interpretative paradigm, of a descriptive type. The key informants were students. The technique used was the survey and supported by a documentary analysis that exposes the development of pedagogical strategies that moderate these incidents, and indicators of technological dependence that students have to interact with the different types of texts.   To strengthen this scope, it is necessary to apply strategies that control the use of technological tools;  and include reading activities that involve cooperative work, implementing digital programs that contain different textual typologies, which help the acquisition of reading habits and with the appropriate use of digital resources stimulate concentration, strengthening and capacity of these competencies to improve the academic performance of students. In short, it is evident that cyberaddiction is a factor that decreases concentration and the ability to critically analyze to acquire reading skills.