Aplicación de textos narrativos para mejorar la comprensión lectora en estudiantes del cuarto grado del nivel primaria
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Date
2022
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Universidad Nacional de Trujillo
Abstract
El presente trabajo de Suficiencia Profesional tiene como objetivo mejorar los niveles de comprensión lectora a través de la propuesta denominada Aplicación de textos narrativos para mejorar la comprensión lectora en estudiantes del cuarto grado del nivel primaria. Con respecto al sustento teórico del presente trabajo se investigó sobre dos variables; la primera, relacionada con los textos narrativos que se sustenta en la teoría Constructivista de Chomsky y a las estrategias de lectura propuestas por Solé (2002); la segunda variable está sustentada en la teoría Schraw y Bruning (1996) quienes plantean tres modelos epistémicos acerca de la lectura: de transmisión, translación y transaccional. Por otro lado, con relación al sustento pedagógico se ha considerado la propuesta del Ministerio de Educación con respecto a competencia, capacidad, estándar, desempeño y el enfoque por competencias, el enfoque comunicativo del Área de Comunicación, los procesos pedagógicos y didácticos para la competencia y el tipo de evaluación que se aplicó en la sesión de aprendizaje es la evaluación formativa. Finalmente, se concluyó que existe una mejora significativa de la comprensión lectora a través de los textos narrativos, evidenciando en los estudiantes la mejora a través de las respuestas a preguntas de los tres niveles de comprensión de lectura, deduciendo el significado de algunas palabras de acuerdo al contexto de la lectura.
The objective of this Professional Assessment work is to improve reading comprehension levels through the proposal called Application of narrative texts to improve reading comprehension in fourth grade students of the primary level. With respect to the theoretical support of the present work, two variables were investigated; the first relates to narrative texts based on Chomsky's Constructivist theory and the reading strategies proposed by Solé (2002); the second variable is supported by the Schraw and Bruning theory (1996) who propose three epistemic models about reading: transmission, translation and transactional. On the other hand, in relation to the pedagogical support, the proposal of the Ministry of Education has been considered with respect to competence, capacity, standard, performance and the competency-based approach, the communicative approach of the Communication Area, the pedagogical and didactic processes for the competence and the type of evaluation applied in the learning session is the formative evaluation. Finally, it was concluded that there is a significant improvement in reading comprehension through narrative texts, showing in students the improvement through the answers to questions of the three levels of reading comprehension, deducing the meaning of some words according to the reading context.
The objective of this Professional Assessment work is to improve reading comprehension levels through the proposal called Application of narrative texts to improve reading comprehension in fourth grade students of the primary level. With respect to the theoretical support of the present work, two variables were investigated; the first relates to narrative texts based on Chomsky's Constructivist theory and the reading strategies proposed by Solé (2002); the second variable is supported by the Schraw and Bruning theory (1996) who propose three epistemic models about reading: transmission, translation and transactional. On the other hand, in relation to the pedagogical support, the proposal of the Ministry of Education has been considered with respect to competence, capacity, standard, performance and the competency-based approach, the communicative approach of the Communication Area, the pedagogical and didactic processes for the competence and the type of evaluation applied in the learning session is the formative evaluation. Finally, it was concluded that there is a significant improvement in reading comprehension through narrative texts, showing in students the improvement through the answers to questions of the three levels of reading comprehension, deducing the meaning of some words according to the reading context.
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Keywords
Educación primaria, Textos narrativos, Comprensión, Lectura, Capacidad