Estrategias de comprensión lectora para el logro de aprendizajes significativos
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Date
2022
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Universidad Nacional de Trujillo
Abstract
Los resultados obtenidos en la evaluación diagnóstica, orientó para que nuestro trabajo “Estrategias de Comprensión Lectora para el logro de Aprendizajes Significativos” tenga como propósito la atención de la baja comprensión lectora de los estudiantes y pueda contar con las herramientas necesarias para entender lo que lee, logrando resultados positivos en la construcción de su aprendizaje. La variable Comprensión Lectora toma la teoría genética de Piaget por ser una teoría psicológica del aprendizaje a fin al conocimiento, además a Vygotsky y su enfoque constructivista, que resume al lenguaje para el logro del aprendizaje; de igual forma la variable Aprendizaje Significativo, toma a Ausubel, por la relación entre los aprendizajes previos y los nuevos que adquieren nuevos significados. Concluimos nuestro trabajo de suficiencia profesional afirmando que la atención de la baja comprensión lectora con las estrategias adecuadas, va a permitir que los estudiantes identifiquen información del texto, deduciendo los hechos para establecer relaciones lógicas como la causa-efecto y problema, logrando mejorar sus aprendizajes.
The results obtained in the diagnostic evaluation, oriented so that our work "Reading Comprehension Strategies for the achievement of Meaningful Learning" has as its purpose the attention of the low reading comprehension of the students and can count on the necessary tools to understand what they read. , achieving positive results in the construction of their learning. The Reading Comprehension variable takes Piaget's genetic theory as a psychological theory of learning in order to knowledge, in addition to Vygotsky and his constructivist approach, which summarizes language for learning achievement; in the same way, the Significant Learning variable takes Ausubel, due to the relationship between previous learning and the new ones that acquire new meanings. We conclude our work of professional sufficiency stating that attention to low reading comprehension with the appropriate strategies will allow students to identify information from the text, deducing the facts to establish logical relationships such as cause-effect and problem, improving their learning.
The results obtained in the diagnostic evaluation, oriented so that our work "Reading Comprehension Strategies for the achievement of Meaningful Learning" has as its purpose the attention of the low reading comprehension of the students and can count on the necessary tools to understand what they read. , achieving positive results in the construction of their learning. The Reading Comprehension variable takes Piaget's genetic theory as a psychological theory of learning in order to knowledge, in addition to Vygotsky and his constructivist approach, which summarizes language for learning achievement; in the same way, the Significant Learning variable takes Ausubel, due to the relationship between previous learning and the new ones that acquire new meanings. We conclude our work of professional sufficiency stating that attention to low reading comprehension with the appropriate strategies will allow students to identify information from the text, deducing the facts to establish logical relationships such as cause-effect and problem, improving their learning.
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Keywords
Educación, Educación primaria, Comunicación, Estrategias educativas, Lectura, Aprendizaje