Review of Educational Technologies that Promote Reading for Autonomous Comprehension
DOI:
https://doi.org/10.5753/rbie.2021.29.0.980Abstract
Reading is an important activity in both daily and academic life. Although the curricular plans set well-defined objectives for each degree of study, reading is not applied extensively in the classroom because it is highly demanding in terms of cognitive load and time. Outside the classroom, students lack the teacher's guidance, although they can use resources and strategies such as making annotations, drawing diagrams, writing summaries, among others, to understand the texts. Support for reading comprehension is a challenge in the technological field, the task is found within the ill-defined domains, where there is no single correct answer. This work presents a partial review that aims to identify educational technology proposed in recent years that contributes directly or indirectly to autonomous reading comprehension. A brief comparison is made indicating objectives and characteristics. Finally, future challenges are outlined.
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