The theoretical-practical content of this research aims to enhance critical reading skills in eleventh grade students of the Barro Blanco Educational Institution, through teaching strategies mediated by digital tools, in order to students acquire a broader and more critical type of understanding, not only of any type of text, But, also their own sociohistorical context that supports its thinking and leads to a critical literacy. In order to do so, the documents of current scientific and political themes were analyzed and then accompanied by activities that demanded an interpretative effort that went beyond merely literal comprehension to an inferential and propositional interpretation; At the same time, both the assigned documents and the activities were arranged in a digital medium with educational software as a means to improve the rapprochement of young people to texts and themes. After the strategy was applied positive results were found in the student’s performance in correlation to the increase of the critical reading competences, those evidenced in the statistical package with higher levels of significance of 0,05. To sum up, the digital tools are so useful in the process of teaching- learning and much more if they are used in a conscious and intentional way because they not only help to the development of competences and skills, but also to its strengthening.