Between images and language: comics as a teaching resource for reading comprehension in a rural context
DOI:
https://doi.org/10.64325/IJIP.v3i2.53Keywords:
reading comprehension, comics, multimodality, rural education, pedagogical mediationAbstract
Reading comprehension in rural contexts requires pedagogical strategies sensitive to the characteristics of the environment and the diverse ways in which meaning is constructed. This study aimed to analyze the potential of comics as a didactic resource for reading comprehension in third-grade students at a rural educational institution in the municipality of Canalete, Córdoba, Colombia. The research was conducted using a qualitative approach with a hermeneutic orientation. Eight third-grade students and eight primary school teachers participated. Data were collected through semi-structured interviews and pedagogical workshops and organized using a narrative matrix for interpretation. The findings revealed difficulties in formulating inferences and arguing interpretations, as well as the potential of comics to articulate verbal language, image, and narrative sequence during reading activities. Students used the visual and sequential components to help organize and interpret the content. It is concluded that comics constitute a relevant pedagogical tool for expanding ways of interacting with texts, although their potential depends on intentional and contextualized teacher guidance.
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Copyright (c) 2026 Dominga Mabel Cogollo Osorio, Clara María Solano Hernández, Luz Mary Agudelo Torres (Author)
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