Abstract
The purpose of this study was to implement a reading comprehension intervention project through the use of ICTs based on neurodidactics to strengthen communicative competence in secondary school students. It is a mixed-cut investigation, through the convergent design, using a reading comprehension test (pretest and posttest) designed by Samarén (2020) and with a Cronbach's Alpha of 0.846. The main findings were the development and intervention of a course to improve reading comprehension based on diagnostic inputs and the result of a t value of 5.046 with 23 degrees of freedom, indicating a bilateral significance of 0.001 between the pretest and posttest. As a conclusion, after the application of the pretest and posttest, a bilateral significance of 0.0001 was found for a significance level of (α= 0.05), which means that the intervention based on neurodidactics and ICTs managed to strengthen reading comprehension. in secondary school students, achieving the main objective of the research.
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