Influencia del uso de las estrategias de lectura en la comprensión de textos narrativos
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Date
2024
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo determinar la relación entre el uso de estrategias de lectura y la comprensión de textos narrativos de los estudiantes de séptimo ciclo de secundaria del C.E.E. Rafael Narváez Cadenillas, Trujillo 2023. El tipo de investigación es descriptiva con un enfoque cuantitativo y diseño no experimental. Así mismo, el primer instrumento utilizado fue un cuestionario tipo encuesta, diseñado para medir las estrategias de lectura que emplean en tres momentos: antes, durante y después de la lectura. El cuestionario constó de 15 ítems, distribuidos en 5 preguntas para cada momento, y se evaluó mediante una escala del 1 al 4. En relación con el segundo instrumento, este fue una prueba diagnóstica de comprensión lectora compuesta por 15 preguntas que evalúan tres niveles: literal, inferencial y crítico. Se empleó un texto narrativo específico para cada grado del séptimo ciclo: tercero, cuarto y quinto. La muestra incluyó 362 estudiantes y para analizar los datos se utilizó el software SPSS versión 27 y la prueba estadística de correlación Rho de Spearman concluyendo que existe relación entre el uso de estrategias de lectura y la comprensión de textos narrativos en los estudiantes del séptimo ciclo de secundaria del C.E.E. Rafael Narváez Cadenillas. El coeficiente Rho de 0.164, sig<0.05, confirma la existencia de una asociación entre las variables, lo que permite rechazar la hipótesis nula y aceptar la hipótesis planteada por el investigador.
This research aimed to determine the relationship between the use of reading strategies and the comprehension of narrative texts among seventh-cycle high school students at C.E.E. Rafael Narváez Cadenillas, Trujillo, 2023. The study is descriptive, with a quantitative approach and a non-experimental design. The first instrument used was a survey-type questionnaire designed to measure reading strategies applied in three stages: before, during, and after reading. The questionnaire consisted of 15 items, with five questions for each stage, evaluated on a 1-to-4 scale. The second instrument was a diagnostic test on reading comprehension composed of 15 questions assessing three levels: literal, inferential, and critical. A specific narrative text was used for each grade in the seventh cycle: third, fourth, and fifth grades. The sample included 362 students, and data analysis was conducted using SPSS version 27, along with Spearman's Rho statistical test. The findings indicate a relationship between the use of reading strategies and the comprehension of narrative texts among seventh-cycle students at C.E.E. Rafael Narváez Cadenillas. The Rho coefficient of 0.164, with a significance level of p < 0.05, confirms the existence of an association between the variables, allowing the rejection of the null hypothesis and the acceptance of the research hypothesis.
This research aimed to determine the relationship between the use of reading strategies and the comprehension of narrative texts among seventh-cycle high school students at C.E.E. Rafael Narváez Cadenillas, Trujillo, 2023. The study is descriptive, with a quantitative approach and a non-experimental design. The first instrument used was a survey-type questionnaire designed to measure reading strategies applied in three stages: before, during, and after reading. The questionnaire consisted of 15 items, with five questions for each stage, evaluated on a 1-to-4 scale. The second instrument was a diagnostic test on reading comprehension composed of 15 questions assessing three levels: literal, inferential, and critical. A specific narrative text was used for each grade in the seventh cycle: third, fourth, and fifth grades. The sample included 362 students, and data analysis was conducted using SPSS version 27, along with Spearman's Rho statistical test. The findings indicate a relationship between the use of reading strategies and the comprehension of narrative texts among seventh-cycle students at C.E.E. Rafael Narváez Cadenillas. The Rho coefficient of 0.164, with a significance level of p < 0.05, confirms the existence of an association between the variables, allowing the rejection of the null hypothesis and the acceptance of the research hypothesis.
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Keywords
Educación, Proceso de aprendizaje, Estrategias educativas, Comprensión, Lectura