La estrategia de interrogación de textos y su influencia en la comprensión lectora en estudiantes del cuarto grado de Educación Primaria de la I. E. N° 1168 - “Gran Mariscal Ramón Castilla” UGEL 05, El Agustino
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Date
2021-01-22
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
La presente investigación tiene como objetivo evaluar la influencia de la aplicación
de la estrategia de interrogación de textos basada en los aportes de Solé, Bofarull y
Jolibert, en los niveles de logro de la comprensión lectora en los alumnos del cuarto grado
de educación primaria. Se desarrolló un programa de 10 sesiones de clases en las que se
aplicó la interrogación de textos, antes, durante y después de lecturas de textos de tipo
narrativo, expositivo, informativo, instructivos y poéticos de uso cotidiano por los
estudiantes, con la finalidad de estimular la construcción del significado en los niveles de
comprensión literal, inferencial y criterial. El grupo experimental estuvo conformado por
31 y el grupo control por 34 estudiantes del cuarto grado de primaria de la Institución
Educativa N° 1168- Gran Mariscal Ramón Castilla.
Los resultados de la aplicación de la estrategia de interrogación de textos
evidencian que el 58% de estudiantes del grupo experimental han tenido un nivel de logro
previsto y destacado, mientras que el grupo control solo alcanzó 23%, siendo un valor
mucho menor que el grupo experimental. En consecuencia, se puede concluir que la
estrategia de interrogación de textos mejora considerablemente la comprensión lectora en
los estudiantes.
The objective of this research is to evaluate the influence of the application of the strategy of questioning texts based on the contributions of Solé, Bofarull and Jolibert, on the levels of achievement of reading comprehension in students in the fourth grade of primary education. A program of 10 class sessions was developed in which the interrogation of texts was applied, before, during and after readings of narrative, expository, informative, instructive and poetic texts of daily use by the students, with the purpose of stimulating the construction of meaning in the levels of literal, inferential and criterial comprehension. The experimental group was formed by 31 and the control group by 34 students of the fourth grade of primary of the Educational Institution N° 1168 - Gra Mariscal Ramón Castilla. The results of the application of the text questioning strategy show that 58% of students in the experimental group had an expected and outstanding level of achievement while the control group only reached 23%, being a much lower value than the experiment group. It can therefore be concluded that the strategy of questioning texts considerably improves reading comprehension in students.
The objective of this research is to evaluate the influence of the application of the strategy of questioning texts based on the contributions of Solé, Bofarull and Jolibert, on the levels of achievement of reading comprehension in students in the fourth grade of primary education. A program of 10 class sessions was developed in which the interrogation of texts was applied, before, during and after readings of narrative, expository, informative, instructive and poetic texts of daily use by the students, with the purpose of stimulating the construction of meaning in the levels of literal, inferential and criterial comprehension. The experimental group was formed by 31 and the control group by 34 students of the fourth grade of primary of the Educational Institution N° 1168 - Gra Mariscal Ramón Castilla. The results of the application of the text questioning strategy show that 58% of students in the experimental group had an expected and outstanding level of achievement while the control group only reached 23%, being a much lower value than the experiment group. It can therefore be concluded that the strategy of questioning texts considerably improves reading comprehension in students.
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Keywords
interrogación de textos, enfoque comunicativo textual, comprensión literal
Citation
Sanoni Ramírez, V. G. (2021). La estrategia de interrogación de textos y su influencia en la comprensión lectora en estudiantes del cuarto grado de Educación Primaria de la I. E. N° 1168 - “Gran Mariscal Ramón Castilla” UGEL 05, El Agustino (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.