Promoting Reading Comprehension in Fourth Grade from Neutrosophic Psychology on Digital Platforms

Abstract

This research addresses the difficulties in developing reading comprehension in fourth-grade students, a crucial challenge in basic education that impacts comprehensive learning. This topic gains relevance in a context where digital literacy and communication skills are essential to facing the challenges of the 21st century. Although there are studies on pedagogical strategies for reading, few integrate approaches that consider students' emotional and cognitive uncertainty, leaving a gap in the literature. To address this gap, neutrosophic psychology was used in the design of an interactive blog, analyzing students' emotional and cognitive responses to literary and scientific texts. The findings reveal that this methodology significantly improves comprehension at the literal, inferential, and critical levels by personalizing activities and fostering motivation. The study's contribution lies in offering a theoretical framework that combines neutrosophic psychology and educational technology, along with a practical tool for teachers seeking to innovate in reading instruction. This approach promotes meaningful learning, adaptable to individual needs, and strengthens digital and communicative skills in educational contexts.