Hypertext Reading in Lower Secondary Education

Abstract

Hypertextual reading represents an opportunity in the teaching of basic secondary education, since it involves complex links between non-linear texts and the elaboration of knowledge. The problem lies in the insufficient preparation of both students and teachers to handle this type of reading, which is transcendent in current digital environments. Consequently, the objective of this article was to analyze how hypertextual reading is integrated into the primary secondary curriculum and review its strength in the development of cognitive and reading skills. In this regard, a review of various bibliographic and electronic research was carried out to provide contributions that serve to strengthen the teaching of reading from the classroom, by making use of a descriptive and hermeneutic methodology. The results reveal that by incorporating hypertextual reading, students' abilities to navigate, critically interpret, and synthesize information can be eloquently improved. However, barriers can be detected due to insufficiencies in teacher training and lack of technological resources. The findings indicate that hypertextual reading, by promoting active and participatory reading, benefits the development of important skills for independent learning and achieving digital literacy. The preparation of teachers must be strengthened to optimize the application of hypertextual reading in basic secondary school. Education must be at the forefront of technological changes and transcend the apathy and lack of motivation present at the level of basic secondary education regarding the reading process. In this regard, we sought to generate a reflective process that serves to strengthen reading skills in students at this educational level.