Incidence of the experiential learning model on reading comprehension processes

Incidencia del modelo de aprendizaje experiencial en los procesos de comprensión lectora

The article presents the results of a 
research exercise aimed at implementing the experiential learning model to 
determine its impact on strengthening 
the reading comprehension of 3rd-grade 
students at Jesús Antonio Amézquita 
educational institution, located in the 
municipality of Rioblanco, Tolima. A qualitative approach was employed through 
the Action Research method, which 
prioritized the use of techniques such as 
participant observation, field diaries, and 
social mapping. 
Intentional pedagogical playful experiences anchored to the four moments proposed by the model were implemented to 
dynamically reveal their impact from the 
perceptions and viewpoints of the students. From there, reflections on its application are generated, bringing to the scene 
significant experiences of interaction between students and different types of texts, 
allowing a more autonomous construction 
of meanings and representations of reality. 
It is concluded through the relationship 
between the categories of analysis that 
there is a significant impact of the model on 
the reading process, from the experience 
of emotions, the shared construction of 
meanings, and the creative production 
of texts, which strengthens cognitive and 
communicative skills for a more autonomous and conscious comprehension.