Abigail Yessica Vilca Cruz, Ivonne Mamani Cruz
DOI: 10.59427/rcli/2023/v23cs.2538-2545
The purpose of this essay was to theoretically and epistemologically investigate the relationship between communication skills and reading comprehension ability, exploring its pedagogical implications in both face-to-face and online contexts. Their significance in the fields of education and linguistics is pivotal, as effective communication and understanding of written texts play a fundamental role in intellectual development. The methodology is grounded in a deductive approach, within the positivist paradigm, employing a qualitative descriptive focus and a topic-based narrative design. Theories such as the Relevance Theory underscore the impact of communication skills on textual comprehension by maximizing relevance and minimizing cognitive effort. The progressive development of communication skills, from childhood to adulthood, encompasses pragmatic and semantic aspects, enhancing interpretation and text comprehension. These skills converge into a comprehensive understanding of human communication, rooted in language as a builder of shared realities. The interaction between spoken and written language in educational environments, both physical and virtual, fosters linguistic exploration and comprehension. Through this research, novel perspectives are sought to enrich education and promote the development of communication skills and reading competencies across diverse contexts.
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