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Reading is a fundamental pillar in the educational process, it is a reason for attention due to the serious deficiencies in the reading comprehension that some students have. Reading comprehension is present in all scenarios of all educational levels and is considered a crucial activity for school learning, since a large amount of information that learners acquire, discuss and use in the classroom arises from the texts writings.
It is the basic instrument for educational learning, since most of the learning in schools is done through written texts, being the reading comprehension the one that opens the door to the other learning in the students, that is the importance of generating in the same reading comprehension, because it involves different processes such as: selective attention, perceptual discrimination, sequential analysis, synthesis and memory to achieve the construction of knowledge. Reading comprehension depends to a large extent on the characteristics of the reader (interest, attitudes, prior knowledge), the text and the context of action in which it occurs. Therefore, reading for comprehension can not be superficial, it must be active, exploratory, indagatory, where the union or link is made with other knowledge already acquired.
As teachers, we must take into account a series of strategies that encourage the development of reading comprehension in students, where they place them in a situation of their own creation in the face of what they read. It is convinced that if the teacher improves their educational practices and uses different tools based on the previous knowledge that the students have, what they call attention and interest, so as not to bore them with monotonous and compulsory readings, it is possible to develop the their cognitive abilities, making their knowledge more meaningful.
It should be noted that digitized educational resources are a great support of technology for learning by competences especially in the area of Language and Communication, as they are excellent stimulators of reading comprehension and develop the acquisition of learning in the students. In addition, they are excellent resources to strengthen the reading processes, since they motivate learners to read comprehensively through activities. In some opportunities, they have games of puzzles, crosswords, associations and soup of letters with representations of familiar figures. allowing students to be critical, reflective, thinking, observing and realistic in the face of the current and changing events that accompany them on a day-to-day basis.
In this order of ideas, thanks to the web you can get many digitized educational resources such as: Webquets, Wiki, Treasure Search, among others, that motivate and astonish, provide access to databases and electronic publications; and they allow the exchange of didactic experiences, tutorials in lines, work with interactive multimedia contents, in addition to promoting the acquisition of knowledge, developing information search skills and improving reading and reading comprehension skills. These educational Web resources help learners develop the ability to make inferences and predict the context of a text.
All these resources are designed to change the mechanics of reading and the cognitive process of information, they have a third dimension (depth) since the texts can be superimposed on the background images and their elements also act as hyperlinks, appearing progressively according to the reader's actions, opening multiple paths for reading. They develop skills to students to understand texts in such a way that they can build meaning while reading, achieving in them a meaningful learning, allowing them to link previous knowledge with current and interesting information.
