Abstract

VALENCIA LEGUIZAMON, Mariana  and  RODRIGUEZ LEON, Daniel. Icon-verbal interaction and album reception: Challenges of reading in primary school. sophia [online]. 2019, vol.15, n.1, pp.48-59. ISSN 1794-8932.  https://doi.org/10.18634/sophiaj.15v.1i.712.

This article brings together the results of the research: Formal characterization of the reception of the album in school context (second grade of the Institución Educativa Normal Superior de Armenia). A path towards the strengthening of significant competence, advanced with the purpose of knowing how children in second grade of schooling read album, and the influence of their reading modes on the development of meaningful competence (Ministry of National Education (1998), MEN, for its initials in Spanish) (MEN, 1998).* The methodology (that was) adopted implied: 1) the recognition of the group’s own reading practices; 2) the establishment of a corpus of album, from the Seed Collection; 3) the design and application of instruments for data collection, and their subsequent analysis. For interpretation, two mechanisms were used: 1) comparison between reading behavior during two reading circumstances (collective and individual); and 2) establishment of emerging categories. From the analysis, it is concluded: 1) greater frequency of appealing to the iconic code than to the verbal one in collective reading; 2) a tendency to fill lexical and narrative gaps with linguistic and cultural tools of the own repertoire; 3) skill in the recognition of the narrative point of view and the chronological unity of the story; and 4) recognition of the act of reading as a socially hierarchical practice.

Keywords : significant competence; icon-verbal interaction; album; reading reception..

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