Resumen en español

The purpose of this research work was to analyze the impact of the implementation of a semanticdiscursive orientation program for the strengthening of Critical Reading in 10th grade students of the Educational Institution Escuela Normal Superior de Montería, which was based on multimodal texts. The students presented difficulties in the Critical Reading competences in front of the multimodal texts, to solve the situation, the design of a didactic intervention strategy was proposed. Therefore, the approach that governs the research is qualitative with the Action Research method, the population with which the work was developed was 44 students and a classroom teacher from the Educational Institution. Techniques and instruments were applied in the data collection, such as: Diagnostic Test and closing test after the didactic intervention was applied. The initial results obtained showed significant deficiencies in the three levels of Critical Reading. In this way, the semantic-discursive intervention program arises in order to recognize the difficulties at each of the levels and improve the performance of the students, who, at the end of the work, showed a strengthening of Critical Reading skills. In multimodal texts at their literal, inferential and critical levels.