Animación a la lectura en estudiantes de educación primaria de la Institución Educativa N°16661- Pueblo Nuevo de Asís – Bellavista – 2022.
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Date
2023-07-21
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Abstract
La presente investigación tuvo como objetivo Determinar las actividades de animación a la lectura que realiza la comunidad educativa de Educación Primaria de la Institución N° 16661 de Pueblo Nuevo de Asís del distrito de Bellavista, provincia de Jaén. Fue realizado bajo el diseño de la investigación descriptiva simple. Se trabajó con una población y muestra intencional que estuvo conformada por 36 estudiantes de 1° al 6° grado de educación primaria y 3 docentes responsables de atender a la población estudiantil. Para el recojo de información de la variable de estudio, se utilizó como técnica la encuesta, y como instrumento una guía de encuesta a los docentes. Los resultados evidencian que la mayoría de estudiantes presentan problemas para la comprensión de textos en los niveles literal, inferencial y crítico, mostrándose además que, solo leen en la escuela y no en otros espacios. Así mismo, de los pocos estudiantes del 1° al 4° grado que a veces leen, prefieren los cuentos y, los estudiantes de 5° y 6° grados, en un 50,0% leen otros tipos de textos. En presentan problemas para la comprensión de textos en los niveles literal, inferencial y crítico. Asimismo, la enseñanza de la lectura se caracteriza por la falta de claridad y de un buen manejo de estrategias metodológicas para desarrollar en los niños la comprensión de lectura, por parte de los estudiantes. Se concluye afirmando que es urgente y muy necesario que los docentes de la I.E. involucrada en el presente estudio animen a sus estudiantes a través de estrategias de lectura comprensiva para mejorar los aprendizajes de sus estudiantes.
The objective of the present research was to determine the activities of reading promotion carried out by the educational community of Primary Education of the Institution N° 16661 of Pueblo Nuevo the Asis in the district of Bellavista, province of Jaén. It was carried out under a simple descriptive research design. We worked with a population and an intentional sample that consisted of 36 students from 1 to 6 grade of primary education and 3 teachers responsible for attending to the student population. For the collection of information on the study variable, a survey was used as a technique and a teacher survey guide as an instrument. The results show that most of the student’s present problems in the comprehension of texts at the literal, inferential and critical levels, showing that they only read at school and not in other spaces. Likewise, of the few students in grades 1 to 4 who sometimes read, they prefer stories, and students in grades 5 and 6, 50.0% read other types of texts. In the 5th and 6th grades, 50.0% of the students read other types of texts, and they present problems with text comprehension at the literal, inferential and critical levels. Likewise, the teaching of reading is characterized by the lack of clarity and good management of methodological strategies to develop reading comprehension in children, on the part of the students. It is concluded by affirming that it is urgent and very necessary that the teachers of the I.E. involved in the present study encourage their students through comprehensive reading strategies to improve their students' learning.
The objective of the present research was to determine the activities of reading promotion carried out by the educational community of Primary Education of the Institution N° 16661 of Pueblo Nuevo the Asis in the district of Bellavista, province of Jaén. It was carried out under a simple descriptive research design. We worked with a population and an intentional sample that consisted of 36 students from 1 to 6 grade of primary education and 3 teachers responsible for attending to the student population. For the collection of information on the study variable, a survey was used as a technique and a teacher survey guide as an instrument. The results show that most of the student’s present problems in the comprehension of texts at the literal, inferential and critical levels, showing that they only read at school and not in other spaces. Likewise, of the few students in grades 1 to 4 who sometimes read, they prefer stories, and students in grades 5 and 6, 50.0% read other types of texts. In the 5th and 6th grades, 50.0% of the students read other types of texts, and they present problems with text comprehension at the literal, inferential and critical levels. Likewise, the teaching of reading is characterized by the lack of clarity and good management of methodological strategies to develop reading comprehension in children, on the part of the students. It is concluded by affirming that it is urgent and very necessary that the teachers of the I.E. involved in the present study encourage their students through comprehensive reading strategies to improve their students' learning.
Description
Keywords
Comprensión lectora, Animación a la lectura, Estrategias metodológicas, Reading comprehension, Reading encouragement, Methodological strategies
