Revista Criterios - 30 (1) January-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
12
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Shared reading for initial literacy in
students of the multigrade classroom
María Dolores Muegues Rodríguez
1
María de las Mercedes Colina Chacín
2
To reference this article / Cómo citar este artículo / Para citar
este artigo: Muegues-Rodríguez, M. D. and Colina-Chacín, M. M.
(2023). Shared reading for initial literacy in students of the multigrade
classroom. Revista Criterios, 30(1), 12-30. https://doi.org/10.31948/
rev.criterios/30.1-art1
Reception date: January 23, 2022
Review date: May 19, 2022
Approval date: October 31, 2022
Abstract
The present research aims to implement shared reading as a strategy for the
promotion of initial literacy in a multigrade classroom of the San José de Oriente
Agricultural Technical Educational Institution. Methodologically, it was located
in the post-positivist paradigm, framed in pedagogical action research. For the
exploration of the results, the participant observation technique was applied and
the eld diary and the self-evaluation workshop were used as an instrument. The
work unit consisted of eight children from the multigrade classroom. The results
showed that when using shared reading strategies for literacy from the rst
steps through schooling, resorting to creative forms framed in innovative and
motivational methods, their interest and motivation for learning grows. In the
same way, it was conrmed that the contextualization of the spaces attending
to the particular needs of the students allows for achieving satisfactory results.
Therefore, it is recommended to carry out a exible evaluation before, during,
and after the activities, that verify their interests, as well as using teaching
techniques that provide meaningful experiences gradually strengthening the
academic, emotional, and relational areas where indicators that validate the
proposed objectives are displayed.
Keywords: Reading; literacy; reading comprehension; educational strategies;
educational workshop.
1
Master in Pedagogy, Universidad Mariana. Teacher at the Educational Institution ‘Técnico Agropecuario San José de Oriente’, Nuevo
Oriente, La Paz, Cesar. E-mail: mariado.muegues@umariana.edu.co
2
Doctor in Management Sciences URBE, Venezuela; Master in Educational Psychology, URU Venezuela; Bachelor in Special Education.
Specialization: Learning Diculties. UJMV (Venezuela). E-mail: mercede3371@gmail.com
This article is the result of the research entitled: Shared reading for initial literacy in students of the multigrade classroom of the
Educational Institution ‘Técnico Agropecuario San José de Oriente’, Nuevo Oriente, La Paz - Cesar, developed from March 8, 2021 to
November 30, 2021 in La Paz, Cesar, Colombia.
Revista Criterios - 30 (1) Januar y-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
13
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Lectura compartida para la alfabetización
inicial en estudiantes del aula multigrado
Resumen
La presente investigación tuvo como objetivo, implementar la lectura compartida
como estrategia para la promoción de la alfabetización inicial en un aula
multigrado de la Institución Educativa Técnico Agropecuario San José de Oriente.
Metodológicamente se ubicó en el paradigma pospositivista, enmarcada en
la investigación acción pedagógica. Para la exploración de los resultados, se
aplicó la técnica de observación participante y como instrumento, el diario de
campo y el taller de autoevaluación. La unidad de trabajo estuvo constituida
por ocho niños del aula multigrado. Los resultados evidenciaron que, al utilizar
estrategias de lectura compartida para la alfabetización desde los primeros
pasos por la escolaridad, recurriendo a formas creativas enmarcadas en métodos
innovadores y motivacionales, crece el interés y la motivación de los niños por
el aprendizaje. De igual manera, se pudo corroborar que, la contextualización de
los espacios, atendiendo las necesidades particulares de los estudiantes, permite
lograr resultados satisfactorios. Por tanto, se recomienda realizar una evaluación
exible antes, durante y después de las actividades, que verique los intereses
de los niños, así como utilizar técnicas de enseñanza que provean experiencias
signicativas forticando gradualmente el área académica, emocional y relacional,
donde se visualice indicadores que validen los objetivos propuestos.
Palabras clave: lectura; alfabetización; comprensión lectora; estrategias
educativas; taller educativo.
Leitura compartilhada para alfabetização
inicial em alunos da aula multinível
Resumo
A presente pesquisa visa implementar a leitura compartilhada como estratégia de
promoção da alfabetização inicial em uma sala de aula multinível da Instituição de
ensino ‘Técnico Agrícola de San José de Oriente’. Metodologicamente, localizou-
se no paradigma pospositivista, enquadrado na pesquisa-ação pedagógica. Para
a exploração dos resultados, foi aplicada a técnica de observação participante
e como instrumento, o diário de campo e a ocina de autoavaliação. A unidade
de trabalho era composta por oito crianças da aula multinível. Os resultados
mostraram que, ao utilizar estratégias de leitura compartilhada para a
alfabetização desde os primeiros passos até a escolarização, recorrendo a formas
criativas enquadradas em métodos inovadores e motivacionais, seu interesse
e motivação para a aprendizagem aumentam; da mesma forma, constatou-se
que a contextualização dos espaços atendendo às necessidades particulares dos
alunos permite o alcance de resultados satisfatórios. Portanto, recomenda-se
Revista Criterios - 30 (1) January-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
14
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
realizar uma avaliação exível antes, durante e após as atividades, que veriquem
seus interesses, além de utilizar técnicas de ensino que proporcionam vivências
signicativas fortalecendo gradativamente a área acadêmica, emocional e
relacional onde são apresentados indicadores que validam os objetivos propostos.
Palavras-chave: leitura; alfabetização; compreensão da leitura; estratégias
educativas; ocina educativa.
Introduction
Literacy is considered the action of teaching
to read and write, where reading and writing
are two abilities or skills that are traditionally
learned in the initial literacy process that
happens with the rst linguistic interactions
within the family and during the rst school years
of preschool education (Rugerio and Guevara,
2015). Likewise, children at this stage begin to
take their rst steps to build their social skills,
such as respect, self-esteem, and collaborative
work, in parallel with academic skills.
In general terms, the world is becoming more
literate every day; according to data from
the United Nations Educational, Scientic and
Cultural Organization (UNESCO, 2016), the
global adult literacy rate is 86% and that of
young people is 91%; however, there are still
750 million people who are not literate and
of these, two-thirds are women. As for Latin
America and the Caribbean, some 32 million
illiterate people are counted and, although the
gender parity index is good, 94% vs. 93%, girls
continue to be the most vulnerable population,
especially in rural areas.
According to what has been pointed out by
authors such as Castañeda (2016), Chén
(2017), Salvatierra and Game (2021), and
Vega (1998, as cited in Rugerio and Guevara,
2015), it can be evidenced that children
acquire pre-academic and linguistic skills, such
as perceptual aptitude, verbal comprehension,
pronunciation, sound discrimination, and
basic vocabulary management, among others,
through the interaction of experiences shared
with their teachers and the environment, which
prepare them for the school literacy process.
In this sense, shared reading for literacy
facilitates the teacher’s intervention in the
learning process, exibly and dynamically,
in an environment rich in printed materials,
respecting the particularities of the child’s
development. In this regard, Mol and Bus (2011)
emphasize that reading comprehension as a
support for the strengthening of shared reading
should be reected as a spontaneous activity
that transcendentally marks the development
of phonological and letter knowledge, previous
conditioning factors to sustain learning that will
contribute to their future reading and academic
performance in advanced grades. Now, for
Tracey and Morrow (2017):
The incipient weakness that exists in the
teaching of reading and writing in Latin
American countries is conditioned by the
anchoring of old models that are no longer
functional, which makes it relevant to modify
the theoretical views on innovative models of
reading, recognizing the context where the
teaching and learning process takes place,
which entails rethinking how it is taught.
Accordingly, shared reading and literacy
immersed in the language is constituted as
a fundamental element that makes possible
the act of speaking, reading, understanding,
interpreting, and expressing ideas and
meanings about a particular subject. (p. 58).
This scenario shows the challenge that
Colombian preschool educational institutions
currently face and reects the urgency of
supporting educational schemes that support
the promotion of creative and diverse thinking
over cognitive aspects, at least in the early
education stage. In this sense, the Colombian
State has made signicant progress in the
Revista Criterios - 30 (1) Januar y-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
15
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
consolidation of the technical and operational
line that allows oering an initial education
with quality and relevance, based on the
comprehensive development of early childhood
children, by the provisions of Law 1804 of
2016 and the curricular bases for preschool
education; however, the PISA report (2019), in
comparison with the results of 2009 and 2012,
evidences a setback in the area of reading
comprehension, where the most aected
countries were Uruguay, Chile, and Colombia;
the latter reects that 51% of students in
the rst grades are in level 1 performance
(Contreras, 2016).
Therefore, the initial level educational system
should set o its alarms about the shared
reading strategies that are developed within
the educational spaces to strengthen literacy,
reinforce its processes, and maintain a logical
and psychological order of everything related
to the preparation of the environment, as
well as the organization of the environment
in three moments of reading: before, during
and after, where socio-aective elements that
give meaning and signicance to the learning
process are considered (Leal, 2012).
Seen from these perspectives, paradoxically,
the institutions that run the preschool level
in the region of La Paz, as part of a system,
are aected by the transformations of the
environment, specically in the Educational
Institution ‘Técnico Agropecuario San José
de Oriente’, Nuevo Oriente, in the township
of San José de Oriente, which, despite
being in the presence of the knowledge and
information era driven by scientic advances,
in the unstructured observations made by
the researchers, it became evident that the
problems presented at the preschool level in
terms of reading comprehension and literacy go
beyond their objective manifestation, a scenario
that requires updating the teaching sta on the
evolutionary development of children in school
and their requirements, in addition to following
models that are adapted to the reality of the
institution, to achieve the expected results in
reading comprehension and shared reading.
Another problem observed is directly related to
the interest generated in teachers and parents
in focusing on learning to read, where they learn
with words that designate an object, without
much concern about how it is constructed,
ignoring what Maturana and Valera (2012)
call “operational coherence, which is the
meeting space between the child’s movement,
the corporeality of the participants, and their
interaction in what happens before and after”
(p. 16).
Following this order of ideas, Law 115,
called the Education Law, directed towards
preschool, seeks to intentionally enhance
the comprehensive development of children,
recognizing their characteristics and the
particularities of the context that favor
interactions through pedagogical experiences,
exercising the basic skills, necessary to begin to
read and write, which entails the construction
of programs adapted to their reality, with
innovative strategies and techniques that allow
the development of the learning stages in
preschool.
Hence, this duality between the law and the
conceptions of the objectives set out in the
Institutional Educational Project and the
existing reality in the institution, sometimes
makes the teacher confused about the decision
to be made in the classroom, since another
of the fundamental objectives in the early
education system lies in developing the social,
intellectual, aective and motor areas, directly
related to the child’s preparation to advance to
higher grades. It is through these areas that
activities conducive to reading comprehension
and shared reading should be carried out.
Based on the previous paragraphs, the following
research question emerges How does shared
reading promote initial literacy in students of
the multigrade classroom of the Educational
Institution ‘Técnico Agropecuario San José de
Oriente’, Nuevo Oriente, La Paz, Cesar?
To make this question operational, the general
objective revolved around implementing shared
reading for initial literacy in students. Based on
Revista Criterios - 30 (1) January-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
16
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
the arguments that support the research, it is
justied at a scientic-theoretical level because
it contrasts the positions of various authors and
considers research and background information
related to the object of study, providing updated
and relevant information within the educational
context of a multigrade classroom, to build,
together teacher-researcher, shared reading
strategies and actions that favor a successful
literacy process.
In practice, the research is aimed at the
implementation of shared reading in the
promotion of initial literacy, with which it
is intended to support and strengthen the
development of children in academic and social
spaces, going from being conventional students
to subjects capable of expressing their ideas
and achieving their meaning.
For the behavior of the categories under study,
we proceeded to the review of previous works,
highlighting at the international level, the
research conducted by Arzapalo (2019), who
set as an objective, to train teachers on the
knowledge inherent to the reading process in
students, to develop in children the skills for
optimal participation in the competence in
reading of various types of written texts in
their mother tongue. The study was conducted
under the communicative approach, focused on
developing learning in a real context, relying
on shared reading as a methodological strategy
that has as a basic element, the giant book.
The research was directed to ve teachers and
56 children; for its realization, a diagnosis of
the problem was elaborated, using the SWOT
Matrix and the construction of the problem tree,
the objectives, and the consistency matrix.
As a result of the educational innovation project,
it led to signicant achievements that made it
possible for the ve teachers to be trained and
updated in the process of reading acquisition
and in the use of innovative strategies for
reading and the use of didactic resources,
signicantly favoring the pedagogical practice
and, therefore, the children’s performance,
especially in the development of their linguistic
skills and the competence of various types of
written texts in their mother tongue.
The contribution to the present research refers
to the promotion of the teaching of the four
linguistic skills: speaking, writing, reading, and
listening, through the communicative approach,
emphasizing shared reading, conceived as a
learning strategy that enhances the process of
reading initiation, imbuing it with naturalness,
spontaneity, and entertainment for the
students.
In the national context, quasi-experimental
research from a qualitative and quantitative
approach was presented by Cardozo (2018),
whose objective revolved around the
development of a didactic strategy mediated
with ICT for the improvement of reading and
writing skills in rst-grade elementary school
students. The sample consisted of ten rst-
grade elementary school students. As data
collection techniques, a checklist was used to
measure the student’s reading and writing skills
in ve performances. The results showed that
innovation is needed to improve these skills,
considered the basis for learning in the dierent
areas of knowledge, and to motivate students
learning. The study highlighted the importance
of incorporating ICT in teaching and learning
processes to improve the quality of education
and the evolution of communities, increasing
literacy skills through digital resources.
At the local level, the study of Mejía and Torres
(2019) was found, whose main objective was
to design new didactic models oriented to
innovative educational strategies, to optimize
the teaching and learning process, stimulate
the participation of students and encourage
reading through storytelling, conversations,
interaction through images, videos, music,
and other texts, simultaneously. The authors
were inclined towards the qualitative paradigm,
based on action research, with a descriptive
approach, relying on observation, survey, and
description for the data collection process. The
data collected were subjected to interpretation,
analysis, and respective evaluation. The study
population consisted of 32 children and ve
teachers.
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
17
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
As relevant results, the eectiveness of using
ICT-based didactic strategies to facilitate
classroom activities, especially reading, was
observed, showing greater attention from the
children in the allusive activities. At the same
time, they awakened their curiosity regarding
technological devices such as telephones,
tablets, and computers, which ratied that the
use of ICT, attached to educational purposes
and as a support to the cognitive processes of
the teaching-learning process, especially favors
the learning of reading and writing at an early
age and stimulates the skills of expression and
creativity, among other areas.
This research is a signicant contribution to the
current study, as it presents a proposal for a
didactic strategy leveraged on the use of new
information and communication technologies,
which constitutes a viable and necessary option
to move towards an innovative pedagogical
model, to be replicated at dierent educational
levels.
The works reviewed have a mixed methodology
because they were supported by quantitative
and qualitative paradigms; one used the
qualitative paradigm through the action research
approach, which highlights a methodological
relationship with the proposed study, using a
variant of action research: pedagogical action
research (PAR).
Having clarity about the behavior of the research
in the dierent areas, it was necessary to
locate the theoretical contributions to give the
study scientic relevance, therefore, for initial
literacy, Morrow (2009, as cited in Rugerio and
Guevara, 2015) was consulted, who stated that
this is not restricted to reading and writing skills,
but integrates communicational competencies,
since their development strengthens skills
related to written language and vice versa.
In this sense, children are considered literate
when they develop the competencies that
allow them to identify the codes and texts
of a specic language, as well as the social
language in which that language is immersed,
when they can understand the texts accepted
by the community and when they can elaborate
meanings in that language (Hernández et al.,
2009). This process is associated with the
recognition of written words as a starting
point in learning to read, what Bruner (1980,
as cited in Vergara, 2017) posed as an
iconic representation in his cognitive theory,
identifying and employing recognizable visual
elements and symbolic use.
For direct instruction, learning to read and
write are the two most important processes
involved in initial literacy; thus, because they
are communication skills, their development
begins in the early years with the acquisition
of oral language and continues into adulthood,
acquiring dierent ways of responding to the
individual’s needs and requirements. Direct
teaching is an educational model centered
on the teacher, giving a large part of the
responsibility to the planning and explanation
of the contents, whose methodology focuses
on teaching concepts to foster the development
of skills through modeling and explanation
(Carrera and Marín, 2011).
Cuetos et al. (n.d.) point out that there are
three levels of information processing within the
process of reading and writing acquisition: the
rst, referred to the lexical level; the second to
the syntactic level and, nally, to the semantic
level, taking into account for its development,
the degree of diculty of the same, as well
as the individuality of the learner, making it
necessary to identify the characteristics of
these processes to design eective teaching
tools, adapted to develop a quality experience
for the child. In this sense, when we speak
of the lexical process, we refer to the set of
crucial procedures in reading and writing,
which are essential to access knowledge about
words; in another order, it corresponds to the
memorization of linguistic information, both
phonological, semantic and orthographic, which
is integrated around words.
The syntactic process, as knowledge of the
basic grammatical structure of language,
is linked to the ability to understand the
relationship between words, essential to
be able to read eciently and uently, or to
adequately structure the expression of an idea
through the assumption made by the learner,
to be able to understand and identify the
Revista Criterios - 30 (1) January-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
18
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
order of words, the grammatical diculty of
the sentence, as well as the category of words
and their morphological aspects. On the other
hand, the lack or decit of this process, within
a strategy oriented to promote initial literacy,
will produce diculties in reading words and
understanding the sentences that make up
a text or in the organization of phrases and
sentences of written content.
In addition, a shared reading program as a
strategy for the promotion of initial literacy
must be able to generate an understanding of
the meaning of words, sentences, and text,
validating that this semantic process integrates
the new information imparted with that which
the child already has. Hence, the reading
process is consolidated when the reader can
interpret, analyze, criticize, and infer the
meaning of the text, steps that Ferreiro and
Teberosky (as cited in Vissani et al., 2017)
conceptualize as “an active process in which
the reader understands a text at the moment
he/she can extract the meaning that the text
oers” (p. 10) and, this process, considered of
syntactic improvement, starts from the age of
six when he/she can already make linguistic
inferences and perform text analysis.
In the search for new strategies to optimize the
learning process at an early age, enhancing the
development of thinking, especially in skills such
as expressing adequately in writing or orally,
developing active listening, and cultivating the
habit of reading, Goodman (1989, as cited in
Tabash, 2009) has developed the integrated
language model, dened as “a way of uniting
the vision of language, the vision of learning,
the vision of the human being and, especially,
that of two groups of human beings, boys and
girls, as well as teachers” (p. 188).
Regarding reading methods, Solé (1993) states
that three models of reading processing can be
generated in the classroom for the acquisition
of reading comprehension in children: the rst
is based on a bottom-up processing model,
where learning to read is centered on decoding
information, whether graphics, words, letters,
paragraphs, or complete text. This bottom-up
model is also known as the syllabic method,
where importance is given to the text and not
to the reader and the knowledge they bring
with them, focusing mainly on the visual
recognition of letters to, subsequently, carry
out the semantic processing of the text as a
whole that extends from bottom to top.
The second is called the top-down processing
model; unlike the previous one, it gives relevance
to the reader and their previous knowledge; it is
based on a comprehension process that begins
with the previous knowledge of the reading,
formulating predictions or hypotheses that will
be validated throughout the process to then
move towards the comprehensive recognition
of the text read, whether letters, words or
paragraphs. The third is an interactive model
which, being the most complete, integrates
the two previous approaches, where both the
child who reads and the text become the main
actors; in other words, this model facilitates
text comprehension, since it is oriented in
parallel both by the data oered by the written
text and by the previous knowledge that the
reader has regarding what he/she reads.
Under this scenario, shared reading “is the
act of reading aloud, performed by an adult to
one or more preschool children” (Goikoetxea
and Martínez, 2015, p. 308), which has a
spontaneous and routine nature, where
texts with illustrations, drawings and visual
elements that capture attention are used. In
this regard, Condemarín (2001, as cited in
Ministerio de Educación República de Chile,
2018) expresses that, its origin dates back to
New Zealand, and was born as an initiative of
kindergarten educators initially inspired by the
family tradition of telling stories to children
at bedtime, additionally highlighting that, the
most common use is textbooks in a large and
eye-catching format.
Through reading, the pre-reading child can
recognize the following:
the organization of a text (e.g., writing
direction from left to right, top to bottom
and front to back, order by sentences,
paragraphs, leaves), basic notions about
writing (e.g., letter identication, word
identication), interest in written language
and in the elements that make up a book (e.g.,
author, cover, title; see Justice, Kaderavek,
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https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
19
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Fan, Sofka, & Hunt, 2009). (Goikoetxea and
Martinez, 2015, p. 307)
Therefore, to strengthen initial literacy through
a shared reading program, the adaptation of
the classroom becomes the rst step to creating
the appropriate psychological conditions that
allow the child to be comfortable and willing
to learn, recognizing the existence of a direct
relationship between school eectiveness and
the environmental conditions of the classroom.
In the case of the complexity of multi-grade
classrooms, the psychological well-being of the
child should be one of the rst factors to be
considered. Finally, the teacher must ensure
that the child has adequate furniture, where
seats, drawers, tables, or chairs are level,
as well as doors or windows, with closures in
optimal quality.
Berrios et al. (2018) describe the organization
of a program’s environment as a consecutive
process structured in three parts: before,
during, and after reading. Accordingly, in
the rst stage, constituted by what they call
the ‘before’, reading micro-skills are put into
practice, as the child makes predictions from
the title of the reading and builds hypotheses
of the text, as well as from the illustrations,
silhouettes, among others; at this stage, the
teacher may ask the child to share his or her
rst impressions and ideas about the text, to
move on to the second stage, understood as the
‘during’ stage, in which the adult reads aloud
and the child listens attentively, validating his or
her hypotheses and reconstructing the meaning
they gave to the reading; in this stage, the
adult guides the process through questions that
encourage the child to think about what he/she
understood, generating, among other benets,
that the child expands their vocabulary, syntax
skills, and spelling.
The third stage is constituted by the ‘after’,
where the teacher, as a guide of the process,
applies dierent strategies to verify the
comprehension of what has been read; among
them, comparison diagrams, sequence of
facts, open-minded mirror and cause-eect
diagram, to mention a few. The objective
of these strategies is to validate the level
of comprehension, opening the door to
constructive discussions that nurture the child’s
learning process.
The assessment of the reading process
is obtained as a product of the result, by
measuring the speed, accuracy, and reading
comprehension shown by the child before
a reading text, understanding reading as a
complex activity in which dierent cognitive
elements come into play, such as the
comprehension of letters, ocular ability, and its
speed, as well as perceptual processes (Cuetos
et al., 1996).
In this order of ideas, for the analysis of the
category ‘Valorization of the reading process’,
we take into account the precursors, recognized
as those elements that children obtain during
their rst years of life, related to the acquisition
of reading, which shape the way they interpret
texts; likewise, the reading micro-skills, aimed
at strengthening the development of shared
reading, as a strategy for the promotion of
initial literacy in multigrade classrooms.
Methodology
The present research is immersed in the post-
positivist qualitative paradigm, which, according
to Guba and Lincoln (2012), is developed in
natural scenarios, gathering information in
the real moment, where important elements
related to the behaviors and conduct of the
actors involved emerge, supporting them in
determining their meanings and purposes, in
their actions. Thus, this paradigm proposes
the analysis of reality with a reective stance,
allowing the researcher to become sensitive to
reality and interpret it critically, as it is preceded
by humanistic conceptions directly related to
human experience (Hernández et al., 2014).
Under this perspective, the central problem
of this research seeks to answer the following
question: How does shared reading promote
initial literacy in a multigrade classroom of the
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
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María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Educational Institution ‘Técnico Agropecuario San José de Oriente’, Nuevo Oriente branch, San
José de Oriente La Paz, Cesar? considering the performance of children in the initial learning stage,
to understand the complexity of the categories and subcategories that derive from the object of
study, given that they directly involve the teacher in charge of the classroom.
The method marks the path to be followed in the research. In this regard, Restrepo (2002) states
that the PAR method in the educational eld achieves exhaustive research, building knowledge that
strengthens the disciplinary area; thus, it gives children in multigrade classrooms, the possibility
of appropriating the learning provided by literacy through shared reading, so that they reinforce
their values by sharing experiences with their peers and strengthen the basic and higher cognitive
processes, to make the experience a meaningful process.
At this point, it should be noted that the qualitative research design retains a exible characteristic;
therefore, it follows Lewin’s model (1946, as cited in Colmenares and Piñero, 2008), consisting of
the following stages:
1. Description of the problem situation.
2. Construction of the theoretical bases.
3. Methodological design - eldwork.
4. Analysis and interpretation of the instruments, and proposal.
5. Recommendations and conclusions.
Figure 1
Stages of the research design
Note: Adapted from Colmenares and Piñero (2008)
The unit of analysis corresponded to the total number of students in the multigrade classroom
of the institution under study. The work unit was limited to eight children in the classroom. The
following selection criteria were used: students living in the township of San José de Oriente,
belonging to the multigrade classroom, with more than one year in the institution (1
st
and 2
nd
),
male and female, aged between 6 and 11 years old.
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
21
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Information-gathering strategies were carried
out through an initial diagnosis, with which it
was perceived that most of the students do
not master the reading process, manifesting
insecurity, poor comprehension, low
participation in classes, and diculty making
known in writing their points of view and ideas
regarding a text. Participant observation was
also used, where the subjects and their reality
were involved, to inuence them; and, the eld
diary to systematize relevant information that
was later used for the evaluation workshops in
the creation of strategies and the implementation
of the follow-up system through the PAR.
Given that the data collection strategies met
the criteria of quality and credibility, the
instruments developed were submitted to the
judgment of an expert, whose purpose was to
demonstrate their relevance, guaranteeing the
validation of the subject with accuracy.
Results
For the approach to the results, we started
from the objectives and categories of the
study; for the diagnosis and category ‘Initial
literacy level’ in students of the multigrade
classroom, it is highlighted that most of them
had diculties to develop reading because they
were unable to answer the proposed exercises.
In addition, insecurity, fear, and poor reading
comprehension were observed. This a situation
due to dierences in age, maturity, and learning
pace, as well as poor participation in class and
diculty in expressing in writing their points of
view and ideas regarding a text; this led to the
development of the ‘Initial literacy’ category,
in which participant observation was used as a
technique, which made it possible to record in
the eld diary the students’ behavior through
the activities ‘I construct my learning’, ‘Choose
the topic’, and ‘Let’s read together and answer
the questions’.
In the aforementioned activities, the necessary
conditions were created to meet the dierences
and needs of each of the participants, starting
from an appropriate environment, seeking at
all times to empathize with them to generate
trust, so that there was an openness that
allowed them to interact freely and that they
could show their behavior and understanding
of the text, to validate the literacy level of each
one of them.
In this way, the development of the activities
was carried out; in the rst one, ‘I construct
my learning’, aimed at the subcategory ‘Direct
teaching’, the students were motivated and
xed their attention on the images. The
transition students had diculty writing the
correct names of the words that were formed
by joining the syllables; the rst graders asked
the teacher about the correct spelling of some
words; and the second graders showed greater
ease in reading and writing the words.
In the second activity, ‘Choose the topic’, aimed
at the subcategory ‘Integral language’, whose
purpose was to demonstrate the development of
skills to observe, predict, and propose through
the observation of images, the students were
motivated and chose one of the animals (dog,
sh, parrot). To answer the questions: What do
we know about the topic, what do we want to
learn about the topic, and how can we study
it? Each one of them expressed their particular
answers in the following way:
In the rst question, they expressed in writing
what they were interested in knowing about
the animal of their preference; in the second
question, they highlighted the following: how
they are born, how they feed, and, in the case
of birds, how they stay in the air. In the end,
they participated orally to share their answer
to each question. For their part, the transition
students responded entirely orally, since they
had diculty writing.
In the third activity, ‘Let’s read together and
answer the questions’, aimed at the subcategory
‘Reading methods’, the children were introduced
to the reading ‘Creative animals’. The teacher
showed them an illustrated poster and then
read it aloud, and invited them to read the
paragraphs individually, to ask questions about
what they observed in the text based on their
perspectives: what animals appear there, are
the animals wild or domestic, what do the
animals do in that place? Students recorded
their answers in written and oral form.
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
22
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Regarding the category ‘Shared reading’, the technique used to collect information was participant
observation, whose data are described in the eld diary. The evidence found showed the attitudinal,
knowledge, and behavioral traits of the children at the moment of executing a shared reading in a
conducive environment.
The activity developed to obtain the information was called: ‘The Camilo Rabbit’. It had a process
of preparation and organization of the environment, allowing us to observe, in a scenario of trust,
the enthusiasm of the children to participate actively in the programmed activities, getting involved
from the joy of learning; likewise, the participation and willingness of parents to take them to the
institution and that they could share through living the experience, the shared reading with their
classmates were observed.
During the development, the children who were part of the study sample participated at all
times, asking questions, inquiring, and reecting on the readings, interpreting the meaning of the
characters and comparing them with their daily experiences, as well as identifying their emotions
according to what they were hearing.
Regarding the category ‘Evaluation of the implementation of activities in the reading process’, the
reective workshop ‘Learn from Ye’ was used as an instrument for the analysis of the information,
where the story of ‘Chocokín and the little clown Yaya’ was dramatized. This workshop was held
outdoors, to connect students with their environment, break the classroom routine, and promote
their participation; they spontaneously, willingly, and happily joined the activity.
The ndings made it possible to describe in the eld diary the progress made by the children in the
multigrade classroom in reading comprehension; likewise, it was evident that they made progress in
the micro-skills of reading and writing. The parents’ assistance was key, as they showed interest and
collaboration in carrying out the proposed activities (see Figure 2).
Figure 2
Evidence of the results
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
23
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Based on the results, we proceeded to analyze the data from the participant observations and
the reective workshop, which provided the information to support the categories, subcategories,
and their respective triangulation, complemented by the theory that supports the ndings and the
researcher’s interpretation. The triangulation was done descriptively, considering the elements
shown in Figure 3.
Figure 3
Triangulation
Triangulation: Category ‘Initial Literacy’, subcategory ‘Direct teaching’
Theoretical foundations of the subcategories
Direct teaching is an educational model centered on the teacher, giving a large part of the
responsibility to the planning and explanation of the contents, whose methodology focuses on
teaching concepts to foster the development of skills through modeling and explanation (Carrera
and Marín, 2011).
Results
During the development of the activities, the transition students were insecure and shy, which
blocked their ability to participate, due to diculties in reading, because they do not recognize
the sounds to form the words, which required permanent guidance and review by the teacher,
issuing the answers orally. For the development of the following activities, they were motivated
and expressed their desire to read and write, but they still did not have sucient skills, so they
required constant supervision by the teacher to guide them and solve the proposed activities. With
the development of the activities, they were acquiring maturity and overcoming insecurity and
shyness.
First-grade students showed maturity in following the teacher’s instructions, participated and
enjoyed reading and writing and, although they paused, they understood the text, knew how
Revista Criterios - 30 (1) January-Juny 2023 Rev. Criterios - pp. 12-30
ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
24
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
to listen, and enjoyed teamwork; they also
showed good handwriting but still had diculty
writing in their notebooks what was written
on the board. Second-grade students liked to
participate and made their points of view on
the topic known; they read with diculty but
with condence; they required minimal help
from the teacher to carry out their activities
and shared them with ease.
Position of the researcher
The observation shows that the children in the
multigrade classroom have a basic language in
the comprehension of texts; their learning is still
conditioned by direct teaching; it is intended
that the students reach reading maturity to
achieve independence when reading. Likewise,
it can be inferred that, when children are at a
basic level, it is dicult for them to express their
ideas when discussing with their classmates
what, in their opinion, the text means.
Triangulation: Category ‘Initial Literacy’,
subcategory ‘Integral Language’
Theoretical foundations of the
subcategories
According to Goodman (1989, as cited in
Tabash, 2009), integral language is a way of
uniting the vision of language, of learning, of
the human being, and, especially, that of two
groups of human beings: children and girls, as
well as teachers.
Results
The activity started with the visualization of
various animals to the children so they can
nd out the dierences and the environmental
conditions to preserve life. They asked questions
related to the animals and commented on the
experiences of the family pets. Despite the
diculties in reading, they liked to participate
in them and develop activities on the board.
They investigated to know the characteristics
of each of the animals presented and how to
care for them.
Position of the researcher
Observation in the multigrade classroom
showed that transitional children are at a
level of lexical processing, with more or less
elaborate knowledge schemes (typical of their
age), with the ability to relate what is observed
with the experiences of their context, achieving
the interpretation of the text with the support
of the teacher. However, by not having reading
prociency, it is dicult for them to understand
what they have read in an ecient, productive,
and meaningful way. For their part, rst and
second-grade children are located at a syntactic
level, with knowledge of the basic grammatical
structure of the language.
Triangulation: Category ‘Initial Literacy’,
subcategory ‘Methods of reading’
Theoretical foundations of the
subcategories
Solé (1993) states that there are three
reading processing models for the acquisition
of reading comprehension in children, which
can be generated in the classroom: the rst is
based on an ascending processing model where
learning to read is centered on the decoding
of information, either through graphics, words,
letters, paragraphs, or the full text. The second
is the descending processing model and diers
from the previous one in that it gives relevance
to the reader and their previous knowledge.
The third, an interactive model that is the
most complete, integrates the two previous
approaches, where the child who reads and the
text, become the main actors.
Results
Transition students are not yet able to complete
the reading process, but they can write what
they see on the board, participate in reading
because they understand what they read,
enjoy reading stories, and feel condent to
ask questions about the topics covered. The
reading of the rst graders is better, they
decode more easily and understand the subject
matter; they read slowly, but, since they do
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Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
25
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
not respect punctuation marks, it is dicult
for them to understand, making the teacher
direct the reading and emphasize the pauses,
to facilitate the comprehension of what is read.
On the other hand, second-grade students are
always motivated, they like to participate and
answer the questions posed by the teacher;
their reading is more uent, they write without
diculty and they collaborate with their
classmates when writing the answers.
Position of the researcher
Although the activity made it possible to
demonstrate that children in the multigrade
classroom have an ascending reading process, it
was necessary to use strategies adapted to the
level of each one, so that they could decode the
information, adjust to the visual recognition of
the letters and their pronunciation, connecting
with their interests and the objective of the
activity.
Triangulation: Category ‘Initial Literacy’,
subcategory ‘Preparation’
Theoretical foundations of the
subcategories
To carry out a shared reading program as a
strategy for the promotion of initial literacy,
authors such as Berrios et al. (2018) propose
developing a sequence of actions aimed at
giving order and meaning to the process of
learning to read, so that the child cultivates
the habit for reading, with enthusiasm and
motivation.
Results
The students showed interest in the activity and
established similarities and dierences; this
generated empathy. They were invited to read
and participate in dramatizations and dances,
imitating the rabbit’s movements. Throughout
the activity, they were attentive and curious to
know what the story was about and chatted
with their close peers.
Position of the researcher
The observation carried out allows us to conclude
that the children’s development is conditioned
by their academic level and age, which requires
the preparation of the environment. Transition
children are attentive, they look for and take
the initiative to participate in the activity,
which makes it easier for them to identify the
characteristics of the character, and share the
experiences they have with their family. For their
part, rst graders are enthusiastic, attentive to
the reading, able to predict the outcome of the
story, and at the same time participate actively,
wanting to look like the character in the story.
Similarly, the second graders express curiosity
to learn more about the story; thus, the teacher
was able to capture their attention through the
dynamics elaborated.
Evaluation of the implementation of the
activities
Through the activities implemented and the
group work, greater motivation and interest in
the content of the reading could be evidenced;
the children identied images and postures,
sequenced them, managed to construct
short texts, communicated their ideas and
suggestions, and recognized simple words,
relating them to sounds. After the shared
reading activities, it was possible to verify
greater accuracy in executing the association,
motivated by the use of the pointer, teamwork,
socialization of ideas, and the organization and
sequences of images. The students were able
to read aloud, and followed the sequence of
paragraphs, evidencing progress with a cheerful
and motivating attitude; greater autonomy and
uency were noted during the reading process.
By developing the syllabic decomposition of
words through voice strokes, students could write
sentences without diculty, with condence
and dexterity in the moments of reading and
writing. Through the implementation of shared
reading, there was greater interest in self-
evaluating their process and controlling their
comprehension before beginning and at the
end of the reading.
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
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Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
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María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
These results allow us to interpret that the
workshop was structured so that the children
could systematically approach reading and
writing, in such a way that they could develop
them according to their age and their particular
interests in phonological awareness, knowledge
of the alphabet, and vocabulary expansion,
to later recognize a text and investigate the
meaning of the words, until they reached
the acquisition of a written code. The whole
workshop took place in a fun atmosphere that
awakened their interest in participating in the
activity; the children dressed up as some of
the characters in the story and performed a
dramatization of the story, which generated
positive emotions and eusive displays of
aection. In interpreting the ndings, the
researchers corroborated that by creating the
appropriate scenario for the development of
the reading process, children participate more
and focus on meaningful learning.
Discussion
The following is a discussion of the results of the
analysis of the dierent categories that were
part of the research. Therefore, it begins with the
diagnosis of the initial literacy level of students
in the multigrade classroom of the Educational
Institution ‘Técnico Agropecuario San José de
Oriente’, Nuevo Oriente branch. Results showed
deciencies in the reading-writing process,
aecting their student performance, which is in
discrepancy with the statements of Hernández
et al. (2009) who express that a child is literate
when he/she develops the competencies that
allow him/her to identify the codes and texts
of a specic language, as well as the social
language in which it is immersed when he/
she can understand the texts accepted by
the community and is capable of elaborating
meanings in that language.
The results of the application of the mentioned
activities make it possible to show that, within
the multigrade classroom, transitional children
are at a level of lexical processing, with more
or less elaborate knowledge schemes typical of
their age, with the ability to relate what observed
with the experiences of their context, achieving
the interpretation of the text with the support
of the teacher. First and second-grade children
are at a syntactic level, with knowledge of the
basic grammatical structure of the language;
an ascending process was evidenced, thanks to
the management of strategies adapted to their
level so that they could carry out the activities,
adjusted to the visual recognition of the letters
and their pronunciation, which allowed them to
connect with their interests and the objective
of the activity.
These results are similar to those proposed by
Cuetos et al. (1996), who ratify the existence
of three levels of information processing at the
moment of reading and writing acquisition:
lexical, syntactic, and semantic levels.
Therefore, it is necessary to consider the
degree of diculty and the individuality of the
learner and identify the characteristics of these
processes to design eective teaching tools,
adapted to develop a quality experience for
students.
To answer the question: Which shared reading
activities would be applied for initial literacy in
multigrade classroom students? the ‘Shared
reading’ category was the answer since the
results reected that the development of
the child is conditioned by their academic
level and their age, such is the case that,
at the time of preparing the environment,
transitional children are certainly attentive,
seek and take the initiative to participate in
the activity, making it easy for them to identify
the characteristics of the character, sharing the
experiences they have with their family. For
their part, rst-grade children are enthusiastic
about the activity, attentive to reading, and can
predict the outcome of the story, while actively
participating, seeking to resemble the character
of the story. In the same way, the second-
grade children express curiosity to know more
about the story; in this way, it is evident that
the teacher managed to capture the attention
of the students.
These results are related to the arguments of
Goikoetxea and Martínez (2015), who pointed
out that the act of reading aloud by an adult
to one or more preschool-age children must
be spontaneous and sequential, and through
illustrated texts with striking visual elements,
drawings, or graphics, it is possible to capture
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
27
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
their attention. When children are in a pre-
reading stage, they must help themselves with
texts in a large and striking format, which favor
the development of emotional intelligence,
with diagrammed readings that facilitate the
recognition of the organization of the text,
in such a way that children can work on
directionality and relational space in the basic
notions of writing.
Similarly, to answer the question: Of which
shared reading activities would apply to
initial literacy in students in the multigrade
classroom?, the activities developed generated
reading-focused reading learning spaces
where the children interpreted the written
texts, connecting with the characters and daily
experiences, being similar to the approaches of
Kaderavek et al. (2009, as cited in Goikoetxea
and Martínez, 2015), who stated that the initial
literacy method seeks to develop an interest in
written language and the elements that make
up a book in pre-reading children: cover, title,
author, phrases, paragraphs, sheets.
The mentioned evidence conrms that when
reading strategies are carried out innovatively,
involving children with the environment, the
reading, and the literacy process, generates
greater exibility and better results. Thus, a call
is made to teachers in multigrade classrooms
to renew their teaching work, moving from the
traditional to creative processes that integrate
children and take into account their desire to
learn.
Regarding the evaluation of the implementation
of the activities in the reading process,
according to what was proposed by Cuetos
et al. (1996), seeks to measure the speed,
accuracy, and reading comprehension of a
child before a reading text; that is, reading is
recognized as a complex dynamic where basic
and superior cognitive processes underlying,
such as analysis, comprehension of letters,
perceptual processes, among others. It should
be noted that evaluation is a process that the
teacher can carry out before, during, and after
an activity; even promote changes eectively,
if the students’ learning scenario requires it
(Barone, 2007).
Conclusions
To validate the rst objective, framed in
diagnosing the initial literacy level in students
of the multigrade classroom of the Educational
Institution ‘Técnico Agropecuario San José de
Oriente’ Nuevo Oriente La Paz, Cesar, it was
found that transitional children are at a level
of lexical processing, with a lack of reading
prociency, a more or less elaborate knowledge
scheme (typical of their age), and the ability to
relate what is observed with the experiences of
their context. Children in rst and second grade
are at a syntactic level, with knowledge of the
basic grammatical structure of the language,
requiring the support of an adult to guide the
reading process.
Regarding the second objective aimed at planning
shared reading activities for initial literacy,
the results allow us to conclude that, through
shared reading carried out in a structured way,
respecting the moments of preparation and
organization of the environment according to
the needs of the children and their context,
a positive eect is achieved in the literacy
process, producing visible results that impact
the comprehensive education of the student.
Likewise, it was veried that the development
of the child is conditioned by the academic level
that he/she is studying and by his/her age,
requiring spaces of trust, exibility, and close
that motivate him/her to acquire reading skills.
Concerning the third objective, which focused
on evaluating the implementation of shared
reading activities for initial literacy in students
of the multigrade classroom, it was possible
to verify the viability of the application of
strategies to teach pre-reading children,
framed in a shared reading program and
micro-skills, because with them it was possible
for children who are in the transition grade
to reinforce their lexical level and, those rst
and second-grade students, advance from
a syntactic level to a semantic level. On the
other hand, they gained more condence when
reading, correctly pronouncing the words of the
alphabet, identifying them within a sentence,
and understanding the relationship with other
words to read.
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ISSN: 0121-8670, ISSN Electrónico: 2256-1161
https://doi.org/10.31948/rev.criterios
Universidad Mariana, San Juan de Pasto, Nariño, Colombia.
Shared reading for initial literacy in students of the multigrade classroom
28
María Dolores Muegues Rodríguez
María de las Mercedes Colina Chacín
Regarding the general objective referring to
implementing shared reading for initial literacy,
taking into account the theoretical collection
in which the present investigation is framed
and previous analysis of the ndings resulting
from the application of the instruments, it is
validated that, when carrying out initial literacy
activities supported in an academic structure
according to the needs of the child and his/
her context, he/she can appropriate his/her
abilities and move in the learning of reading in
a natural way; even, recognizing how his/her
learning is reinforced with his/her partner.
Recommendations
For the rst objective, it is expected to
generate proposals for multi-grade classrooms
where initial literacy mechanisms adapted to
the characteristics and needs of each student
are implemented, to provide comprehensive
teaching, where the development of skills and
competencies is encouraged, not only in the
academic area but also in creativity, problem-
solving, adaptation and self-management of
learning.
As for the second objective, it is recommended
that teachers in multigrade classrooms search
for creative and innovative literacy strategies
for reading, where children are the protagonists
and have a direct relationship with their
environment and context so that they can adapt
to the demands of today to their evolutionary
development.
For the third objective, teachers are required
to establish a formative and exible evaluation
of the reading literacy process, before, during,
and after, which allows them to adapt the plans
based on the events and facts that occur in the
institution and within the classroom, considering
at all times the individual characteristics of the
students, to strengthen their relational system
and their self-esteem.
Finally, regarding the general objective, it
is recommended that teachers permanently
implement creative literacy strategies that
strengthen the reading process in multigrade
classrooms, daring to incorporate new
techniques by environmental conditions,
adapted to the individual needs of children,
so that they motivate them to participate in
experiences that add meaning to their learning
and achieve the academic and emotional
displacement they require.
Conict of interests
The authors of this article declare not to have
any conict of interest regarding the work
presented.
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Contribution
The authors participated in the preparation,
reading, and approval of the manuscript.
