More than 100 organizations from the public and private world, including the Ministry of Education, have set up the network “For a Chile that reads”, whose purpose is to help find solutions for educational reactivation, supporting class teachers and providing pedagogical suggestions to improve the level of reading comprehension of each responsible student.
“By having a personalized diagnosis, you can identify your strengths and weaknesses and work based on them,” says Carolina Melo, a researcher at the Faculty of Education of the Universidad de Los Andes.
To achieve this, a technology platform called Dialect will provide diagnosis and pedagogical suggestions, so “we can help every teacher move the needle, while taking into account individual differences,” Melo said.
It should be noted that the information provided by the platform, which assesses reading comprehension and other reading sub-processes such as vocabulary, listening comprehension, phonological and print awareness, alphabet knowledge, reading frequent words and others , is a snapshot of skill, and results and suggestions are delivered instantly, while also providing a reading comprehension skill metric that allows you to align your skills with the level of difficulty of the texts being read, which makes it unique in the country.
“From Diagnosis to Action”
After the complex results, today the organizations that are part of the network are working on a second phase called “From diagnosis to action”, which mainly consists of making content, educational tools and advice available, so that mums, dads and parents can encourage boys and girls reading, making a phone call to take advantage of the vacation time. Furthermore, this phase of the campaign also foresees the incorporation of Youtubers, where young people, boys and girls will make videos reading their favorite books.
In this regard, the academic of the UC School of Government, Susana Claro, indicated that “we want to exploit all the knowledge and experience that the different actors of the system have developed to solve a challenge that we have not faced for years: to make so that all second grade boys and girls finish that course knowing how to read”. For this reason, the professional claims that “this job is intended to be an opportunity for online learning, instances of collaboration and amplification of impact”.
As Claro commented, “the Center for Public Policies of the Pontificia Universidad Católica will offer workshops to continue planning the 2023 actions that we can implement together”, and assures that “working groups have already emerged for actions within the classrooms and let’s hope that others will be created, such as the one dedicated to early childhood education”. These will take place over the next few weeks and will bring together academics, members of central and local government, as well as representatives of organizations participating in the network.
On how to encourage reading in boys and girls, the Research and Development Manager of the Sara Raier de Rassmuss Foundation, Pamela Balboa, argues that “it is essential that parents and guardians understand that learning occurs if it is related to a positive emotion, so this is the role we have to play at home with the boys and girls; we have to connect reading with fun and motivating actions”.
Similarly, Balboa indicates that “it is not a question of replicating the activities they did in school, but of exploiting what they have achieved in that formal space and giving it meaning, that is, bringing it to a close or significant space, linking it to their interests and in this way the taste for reading is generated”.
To do this, the specialist advises “finding a space in the family to investigate what we like, look on different media for free activities to do or on a map where the nearest library is, just as we can make a list of activities that we will make during the week, a letter/invitation for a friend, a friend, a neighbor to accompany us to some of the activities and then we are managing actions that allow us to practice writing”.
In conclusion, Balboa argues that “reading comprehension and written production are fundamental resources in society, but without solid training they can serve very limited purposes, such as the acquisition of consumer goods and the formation of opinions from social networks without the ability to evaluate them.
In addition to these suggestions, the Sara Raier de Rassmuss Foundation makes available to the school community AlfadecaTV, a television program that addresses literacy gaps, providing tools to support children’s learning in these subjects.
The chapters of this channel can be found on its website www.alfadecatv.com or through YouTube, characterized by having learning capsules that accompany children in a fun way in their reading process.
On this platform of the Sara Raier de Rassmuss Foundation, students and teachers can also access guides that they can download to strengthen the teaching and learning process, as well as find multimedia content such as an alphabet song for children learn by singing and materials to learn more on the characters of AlfadecaTV.
Furthermore, the MIUR, as part of the Educational Reactivation Plan, has launched the Summer Plan, with over 500 initiatives including musical, sports, cultural and pedagogical workshops located in the 16 regions of the country, and which will be accompanied by the supply of educational resources and guidelines in digital format, to encourage reading and writing through the website and the Contigo Juego y Aprendo app, developed by the Undersecretariat for Early Childhood Education.
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