Las estrategias de lectura para mejorar la comprensión textos de estructura compleja dirigidas a estudiantes de 4° de secundaria
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Date
2023
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Universidad Nacional de Trujillo
Abstract
En este trabajo de suficiencia profesional, se abordó el tema de "Estrategias de lectura para comprender textos de estructura compleja dirigidas a estudiantes de 4° de secundaria en el área de Comunicación". La investigación se desarrolló en el contexto de la Institución Educativa “San Nicolás”, donde se evidenció que los estudiantes de 4° de secundaria no aplican estrategias de lectura al enfrentar textos complejos, lo que afecta su comprensión lectora y habilidades críticas. El objetivo general fue implementar eficazmente las estrategias de lectura del sumillado, subrayado y parafraseo para mejorarla comprensión de textos complejos. Se establecieron cuatro objetivos específicos: capacitar a los estudiantes en el sumillado, instruir en el subrayado selectivo, enseñar el parafraseo y evaluar el impacto de las estrategias de lectura en la comprensión. El sustento teórico y psico-pedagógico respaldó la selección de las estrategias y su aplicación en la planificación del proceso de enseñanza aprendizaje. Se diseñaron actividades prácticas, tarjetas con preguntas desafiantes y recursos como cuadernos de metacognición y diarios de lectura para promover la interacción y la reflexión de los estudiantes. La secuencia didáctica contempló la motivación, la exploración de saberes previos, la generación de conflicto cognitivo, la construcción del aprendizaje, la aplicación de lo aprendido, la evaluación diagnóstica y formativa, la transferencia y la metacognición. En la implementación, se evidenció el progreso de los estudiantes en la identificación de ideas principales y la síntesis de información mediante el sumillado. Asimismo, el subrayado selectivo mejoró su capacidad para identificar detalles clave en textos complejos. El parafraseo permitió una mayor comprensión y expresión autónoma del contenido. La evaluación constante mediante pruebas, ejercicios y rúbricas validó el impacto positivo de las estrategias..
In this work of professional sufficiency, the topic of "Reading strategies to understand texts of complex structure aimed at 4th grade students in the area of Communication" was addressed. The research was developed in the context of the San Nicolás Educational Institution, where it was evidenced that 4th grade students do not apply reading strategies when facing complex texts, which affects their reading comprehension and critical skills. The overall objective was to effectively implement thereading strategies of the millen, underlining and paraphrasing to improve the understanding of complex texts. Four specific objectives were established: to trainstudents in sumilling, instruct in selective underlining, teach paraphrasing, and evaluate the impact of reading strategies on comprehension. The theoretical and psycho- pedagogical support supported the selection of strategies and their application in the planning of the teaching-learning process. Hands-on activities, flashcards, and resourcessuch as metacognition notebooks and reading journals were designed to promote studentinteraction and reflection. The didactic sequence contemplated motivation, theexploration of previous knowledge, the generation of cognitive conflict, the construction of learning, the application of what was learned, diagnostic and formative evaluation, transfer and metacognition. In the implementation, the progress of the students in the identification of main ideas and the synthesis of information through the summing was evidenced. Selective underlining also improved their ability to identify key details in complex texts. Paraphrasing allowed for greater understanding and autonomous expression of the content. Constant evaluation through tests, exercises and rubrics validated the positive impact of the strategies.
In this work of professional sufficiency, the topic of "Reading strategies to understand texts of complex structure aimed at 4th grade students in the area of Communication" was addressed. The research was developed in the context of the San Nicolás Educational Institution, where it was evidenced that 4th grade students do not apply reading strategies when facing complex texts, which affects their reading comprehension and critical skills. The overall objective was to effectively implement thereading strategies of the millen, underlining and paraphrasing to improve the understanding of complex texts. Four specific objectives were established: to trainstudents in sumilling, instruct in selective underlining, teach paraphrasing, and evaluate the impact of reading strategies on comprehension. The theoretical and psycho- pedagogical support supported the selection of strategies and their application in the planning of the teaching-learning process. Hands-on activities, flashcards, and resourcessuch as metacognition notebooks and reading journals were designed to promote studentinteraction and reflection. The didactic sequence contemplated motivation, theexploration of previous knowledge, the generation of cognitive conflict, the construction of learning, the application of what was learned, diagnostic and formative evaluation, transfer and metacognition. In the implementation, the progress of the students in the identification of main ideas and the synthesis of information through the summing was evidenced. Selective underlining also improved their ability to identify key details in complex texts. Paraphrasing allowed for greater understanding and autonomous expression of the content. Constant evaluation through tests, exercises and rubrics validated the positive impact of the strategies.
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Keywords
Educación, Comunicación, Lectura, Texto, Comprensión, Enseñanza secundaria