Comprensión lectora infantil: eficacia de un programa educativo centrado en la familia, escuela y contexto
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Tribunal
Abstract
La comprensión lectora es una habilidad clave que permite al lector interpretar, deducir y adoptar una postura crítica frente a un texto mediante una interacción activa y constante con su contenido. Con base en esta premisa, se diseñó un programa educativo orientado a fortalecer dicha competencia, integrando a la familia, la escuela y el contexto como ejes fundamentales del proceso formativo. El objetivo del estudio fue evaluar la eficacia del programa en estudiantes de segundo grado del tercer ciclo de educación primaria. La investigación empleó un diseño cuasiexperimental con muestreo no probabilístico, involucrando a 32 estudiantes. Se aplicó una prueba escrita antes y después de la intervención, cuyos resultados fueron analizados con la prueba t de Student. Los hallazgos indicaron diferencias estadísticamente significativas (p = 0.00 < 0.05) entre las medias pretest y postest. Se concluye que el programa tuvo un impacto positivo en el desarrollo de la comprensión lectora en sus tres dimensiones fundamentales.
Reading comprehension is a key skill that enables readers to interpret, infer, and adopt a critical stance toward a text through active and ongoing interaction with its content. Based on this premise, an educational program was designed to strengthen this competence by integrating family, school, and contextual factors as fundamental pillars of the learning process. The aim of the study was to evaluate the effectiveness of the program in second-grade students in the third cycle of primary education. The research employed a quasi-experimental design with non-probabilistic sampling, involving 32 students. A written test was applied before and after the intervention, and the results were analyzed using the Student's t-test. Findings revealed statistically significant differences (p = 0.00 < 0.05) between the pretest and posttest means. It is concluded that the program had a positive impact on the development of reading comprehension in its three core dimensions.
Reading comprehension is a key skill that enables readers to interpret, infer, and adopt a critical stance toward a text through active and ongoing interaction with its content. Based on this premise, an educational program was designed to strengthen this competence by integrating family, school, and contextual factors as fundamental pillars of the learning process. The aim of the study was to evaluate the effectiveness of the program in second-grade students in the third cycle of primary education. The research employed a quasi-experimental design with non-probabilistic sampling, involving 32 students. A written test was applied before and after the intervention, and the results were analyzed using the Student's t-test. Findings revealed statistically significant differences (p = 0.00 < 0.05) between the pretest and posttest means. It is concluded that the program had a positive impact on the development of reading comprehension in its three core dimensions.
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Vol. 5, No. 12