Reading strategies in L2 and reading comprehension in fourth grade students at San Martin de Porres High School, 2019
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Date
2021-02-08
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El propósito de esta investigación fue establecer el grado de relación entre las estrategias
de lectura en L2 y la comprensión de lectura de los estudiantes de cuarto año de secundaria
del colegio San Martin de Porres, 2019. Este estudio empleó el método descriptivo y el
diseño correlacional. La muestra estuvo compuesta por 55 estudiantes de cuarto año de
secundaria. Los instrumentos utilizados para la recopilación de información fueron un
cuestionario dirigido a los estudiantes sobre las estrategias de lectura skimming y scanning
y una prueba de comprensión de lectura para medir los niveles de lectura literal, inferencial
y crítico y así establecer la relación entre las estrategias de lectura y la comprensión lectora.
La validez se obtuvo mediante el juicio de 3 expertos y el resultado fue 0,87 para el
cuestionario y 0,88 para la prueba de comprensión de lectura. Asimismo, el valor de
confiabilidad del cuestionario fue de 0.876 y para el test de comprensión lectora, 0.651, lo
que resultó en alta confiabilidad. Finalmente, se llegó a la conclusión de que existe una
correlación estadísticamente significativa entre las estrategias de lectura en L2 y la
comprensión de lectura de los estudiantes de cuarto año de secundaria del colegio San Martin
de Porres, 2019.
The purpose of this research was to establish the degree of relationship between reading strategies in L2 and reading comprehension in fourth grade students at San Martin de Porres High School, 2019.This study used the descriptive method and the correlational design. The sample was made up of 55 fourth grade high school students. The instruments used for the collection of information were a questionnaire about skimming and scanning reading strategies and a reading comprehension test to measure students’ literal, inferential and critical reading levels and, thereby, to establish the relationship between reading strategies and reading comprehension. The validity was obtained through the judgment of 3 experts and the results were 0.87 for the questionnaire and 0.88 for the reading comprehension test. The reliability value of the questionnaire was 0.876 and for the reading comprehension test, 0.651, which resulted in high reliability. Finally, it was concluded that there is a statistically significant correlation between reading strategies in L2 and reading comprehension in fourth grade high school students at San Martin de Porres, 2019.
The purpose of this research was to establish the degree of relationship between reading strategies in L2 and reading comprehension in fourth grade students at San Martin de Porres High School, 2019.This study used the descriptive method and the correlational design. The sample was made up of 55 fourth grade high school students. The instruments used for the collection of information were a questionnaire about skimming and scanning reading strategies and a reading comprehension test to measure students’ literal, inferential and critical reading levels and, thereby, to establish the relationship between reading strategies and reading comprehension. The validity was obtained through the judgment of 3 experts and the results were 0.87 for the questionnaire and 0.88 for the reading comprehension test. The reliability value of the questionnaire was 0.876 and for the reading comprehension test, 0.651, which resulted in high reliability. Finally, it was concluded that there is a statistically significant correlation between reading strategies in L2 and reading comprehension in fourth grade high school students at San Martin de Porres, 2019.
Description
Keywords
Reading strategies, reading comprehension
Citation
Rodriguez Chuquija, E. M. (2021). Reading strategies in L2 and reading comprehension in fourth grade students at San Martin de Porres High School, 2019 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.