El storytelling como estrategia didáctica en la enseñanza de la lectura

Abstract

As a result of the COVID-19 pandemic, changes have happened in many aspects worldwide. Within the educational system, a historic milestone in this transformation is the emergence of virtuality and digital educational tools to promote student motivation and attention to learning. This work aims to determine the importance of Storytelling as a didactic strategy in reading instruction, considering the emotional connection and holistic development through this technique as an alternative to counteract the difficulties students face when reading. Additionally, the fundamental role of technology in teaching and learning is highlighted, as well as the role of the teacher in the planning and management of this technique. This qualitative systematic study was conducted considering the different parameters that comprise the PRISMA methodology (Preferred Reporting Items for Systematic Reviews), as no properly registered development protocol was found. In conclusion, the importance of this technique in promoting cognitive skills and competencies in students, such as communication, is emphasized, underscoring its ability to simplify complex concepts and improve information retention. Keywords: technique, reading, skills, narratives, emotions