DIGITAL NARRATIVES IN THE CLASSROOM: AN OPEN DOOR TO READING COMPREHENSION IN PRIMARY SCHOOL

Abstract

This article analyzes the potential of digital storytelling as a pedagogical strategy to strengthen reading comprehension in elementary school students. From a critical perspective on the Colombian educational context, the persistence of low scores on standardized tests is recognized, highlighting the urgent need to rethink reading practices in the classroom. In this context, it is proposed that digital narratives, by integrating visual, audio, and textual components, can invigorate reading processes and promote literal, inferential, and critical levels of comprehension. The methodology adopted corresponds to a qualitative essay-type approach, based on a documentary review of academic studies, institutional reports, and contemporary theoretical frameworks. The thematic development addresses three areas, namely the use of digital storytelling as a teaching tool, the challenges of reading comprehension in primary school, and the integration of ICT through innovative proposals. Among the most relevant findings, it is noteworthy that the pedagogical incorporation of digital narratives promotes interactive learning environments, encourages critical thinking, and contributes to the development of independent readers. In conclusion, the need to train teachers in the effective use of ICT and to promote educational policies that integrate multimodal approaches is reaffirmed. Finally, the importance of continuing research in this area is highlighted in order to consolidate proposals that respond to the real needs of students in diverse school contexts.