PROVOCATION OF WRITING THROUGH THE READING OF TEXTS AND IMAGES

The purpose of this text is to report the results of the research study, provocation of writing through the reading of texts and images, which was developed under a qualitative approach in the modality of action research in education proposed by Elliot. The results of the application of a diagnostic test and workshops are shown with the purpose of analyzing what caused more writing whether reading images or texts written in first-year students of the Educational Institution Gimnasio Villa Fontana in Tunja. The processes of reading and writing in children, which have been addressed in this case are framed in what Garzon (2015), Ruiz (2016), Ferreiro and Teberosky (1987), from whom these categories have been taken: structure, creativity, text production and motivation, which have been identified in the writings by children, according to the type of material used to provoke writing. In this way, the reading of images is shown as a means of provocation of writing and it is evident that these reading and writing processes must be continuous so that they develop written production habits in the students.