Comprensión lectora: un estudio comparativo entre estudiantes bilingües y monolingües en educación primaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La comprensión lectora es esencial para el desarrollo académico de los niños. El presente estudio tiene como objetivo comparar el nivel de comprensión lectora en estudiantes bilingües y monolingües del tercer ciclo de educación primaria de la provincia de Puno, Perú. Se adoptó un enfoque cuantitativo-descriptivo, transaccional y no experimental. La muestra estuvo compuesta por 182 alumnos, clasificados en monolingües (73) y bilingües (109). Se recolectaron los datos a partir de una prueba de comprensión de textos realizada en castellano. Los resultados revelaron que los niveles de "Logro previsto" (23,1 %) y "Logro destacado" (15,4 %) fueron bajos. Además, se encontró diferencias significativas en la comprensión lectora, al obtener los monolingües mejores resultados que los bilingües, especialmente aquellos que hablan quechua, de los cuales el 39,7 % se ubicó en "En inicio". Se concluye que resulta pertinente implementar estrategias educativas adaptadas a las características lingüísticas y culturales de los escolares.
Reading comprehension is essential for children's academic development. The present study aims to compare the level of reading comprehension in bilingual and monolingual students in the third cycle of primary education in the province of Puno, Peru. A quantitative-descriptive, transactional and non-experimental approach was adopted. The sample consisted of 182 students, classified as monolingual (73) and bilingual (109). Data were collected from a text comprehension test conducted in Spanish. The results revealed that the levels of "Expected achievement" (23,1 %) and "Outstanding achievement" (15,4 %) were low. In addition, significant differences were found in reading comprehension, with monolinguals obtaining better results than bilinguals, especially those who speak Quechua, of which 39,7 % were "In the beginning". It is concluded that it is pertinent to implement educational strategies adapted to the linguistic and cultural characteristics of schoolchildren.
Reading comprehension is essential for children's academic development. The present study aims to compare the level of reading comprehension in bilingual and monolingual students in the third cycle of primary education in the province of Puno, Peru. A quantitative-descriptive, transactional and non-experimental approach was adopted. The sample consisted of 182 students, classified as monolingual (73) and bilingual (109). Data were collected from a text comprehension test conducted in Spanish. The results revealed that the levels of "Expected achievement" (23,1 %) and "Outstanding achievement" (15,4 %) were low. In addition, significant differences were found in reading comprehension, with monolinguals obtaining better results than bilinguals, especially those who speak Quechua, of which 39,7 % were "In the beginning". It is concluded that it is pertinent to implement educational strategies adapted to the linguistic and cultural characteristics of schoolchildren.
Description
Vol. 9, No. 37