A Steam strategy anchored in the digital fabula to improve reading comprehension

Reading comprehension is one of the most important competences for personal performance in the contemporary society and one of the pedagogical challenges that educators face on a daily basis. This research seeks to answer the next question: Does the anchoring of a STEAM strategy on the ontology underlying a digital fable strengthen reading comprehension and the development of an integrated system of competencies in science, technology, engineering, arts and mathematics? To answer it, digital fables are used as structural support for a STEAM strategy aimed at streamlining didactic procedures with third-level elementary school students. The ontology of the fable is used to integrate training in Spanish with science, mathematics and ICT, and the strengthening of skills in reading and in the different training areas is evaluated. The performance of a sample of students in the separated class system is compared with their performance in the STEAM system. The t-test for paired groups is used, complemented with information obtained in an attitude test and qualitative information from field diaries. There is significant improvement in student learning both in reading and in the disciplines included in the STEAM system as well as in attitudes and a higher correlation between the learning of the disciplines and the same reading comprehension. It is recommended that the STEAM strategy continue and be implemented from the initial stage of schooling