Evaluación de una intervención pedagógica de alfabetización visual en la comprensión lectora de textos multimodales en programas de formación inicial docente en lenguaje y comunicación

Abstract

In approaching multimodal reading from a socio semiotic perspective, we sought for visual literacy strategies to construct a reading protocol. Once the intervention was defined, texts were designed to include textual and multimodal questions. Following a semi experimental design, with pre-service students in Language and Communication education at two universities in Santiago, one group was exposed to the visual literacy protocol and to reading comprehension tests. The other group only responded the tests. Results show no significant differences between groups. Issues evaluated include the complexity of the texts, a longer exposure to scaffolding, and the strategies to assure transference to multimodal reading. A model including interventions in three stages of the semiotic change was adapted as a result of the conceptual framing.