Estrategias didácticas para fortalecer la comprensión lectora de los niños de 4 años de la Institución Educativa Aplicación Víctor Andrés Belaunde - Jaén
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2026-06-30
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
Esta tesis de investigación tuvo como objetivo fortalecer la comprensión lectora de los niños de 4 años de la Institución Educativa Aplicación Víctor Andrés Belaunde – Jaén, a través de estrategias didácticas. La metodología empleada estuvo enmarcada en la investigación acción educativa. Para el registro de datos se utilizaron técnicas e instrumentos cualitativos, como observaciones, diarios de campo, registro fotográfico, entre otros. Los participantes fueron de 25 niños de 4 años. Los resultados evidenciaron avances significativos de los niños en la comprensión lectora, por su capacidad para comprender textos en los tres niveles: literal, inferencial y crítico. Las estrategias implementadas como el cuento cartonero, el dado preguntón, cuento en paraguas, cuento en rollo, secuencia de imágenes y juegos de predicción, fortalecieron la comprensión lectora de los niños de 4 años. Se concluye que el uso de estrategias didácticas permitió una mejora significativa en la comprensión lectora de los niños de 4 años acorde a sus necesidades e intereses.
This research thesis aimed to strengthen the reading comprehension of four-year-old children at the Víctor Andrés Belaunde Educational Institution in Jaén, through didactic strategies. The methodology employed was framed within educational action research. Qualitative techniques and instruments were used for data collection, such as observations, field notes, and photographic records. The participants were 25 four-year-old children. The results showed significant progress in the children's reading comprehension, evidenced by their ability to understand texts at three levels: literal, inferential, and critical. The implemented strategies, such as the cardboard story, the question die, the umbrella story, the parchment story, image sequencing, and prediction games, strengthened the reading comprehension of the four-year-old children. It is concluded that the use of didactic strategies allowed for a significant improvement in the reading comprehension of the four-year-old children, according to their needs and interests.
This research thesis aimed to strengthen the reading comprehension of four-year-old children at the Víctor Andrés Belaunde Educational Institution in Jaén, through didactic strategies. The methodology employed was framed within educational action research. Qualitative techniques and instruments were used for data collection, such as observations, field notes, and photographic records. The participants were 25 four-year-old children. The results showed significant progress in the children's reading comprehension, evidenced by their ability to understand texts at three levels: literal, inferential, and critical. The implemented strategies, such as the cardboard story, the question die, the umbrella story, the parchment story, image sequencing, and prediction games, strengthened the reading comprehension of the four-year-old children. It is concluded that the use of didactic strategies allowed for a significant improvement in the reading comprehension of the four-year-old children, according to their needs and interests.
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Comprensión lectora, Estrategias didácticas, Reading comprehension, Teaching strategies