2022-06-012022-06-01http://hdl.handle.net/10785/10186En este artículo se analiza cómo el uso del video, como herramienta que facilita el traslado de la cotidianidad del niño hacia el aula de clases, puede mejorar la comprensión lectora. Es un trabajo desarrollado en dos grupos: uno experimental y otro de control, con inclusión de pruebas pre y post-test. Se evidenció que si el estudiante se apropia de su realidad, comprende con mayor facilidad el texto escrito, asociándolo con su contexto y experiencias, obteniendo resultados positivos en la prueba de interpretación de lectura.This article is the result of the “Reading comprehension, understanding the world through the ICT” research study, which analyzes whether the understanding of the world, using video as a tool that transfers the child's everyday life to the classroom, can improve reading comprehension. The research was conducted in two groups. The initial diagnosis showed weakness in the semantic component. Reading workshops were applied to two groups of students. In one group the video was used before reading the text, in the other group the same readings were assigned, but in the traditional way. Finally, a comparison of the performance tests was observed. It was evident that, if the student appropriates her/his reality, the student, more easily, understands the written text, associating it with its context and own experiences, therefore obtaining positive results in reading interpretation tests. This agrees with Freire (1989) who said "reading the word, the phrase, the sentence, never meant breaking with the “reading” of the world. With it, reading the word was reading the "word-world '" (p. 84).application/pdfDerechos de autor 2014 Revista Grafíashttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/article