La lectura inferencial en estudiantes de educación primaria.
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Fecha
2025-01-31
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La monografía tuvo como propósito determinar los fundamentos teóricos científicos y didácticos de la lectura inferencial en estudiantes de educación primaria, centrados en ejes temáticos: lectura inferencial, enseñanza aprendizaje de la lectura inferencial en primaria. Responde a una metodología descriptiva bibliográfica, utilizando fichas de registro, textuales, comentario y bibliográficas. El resultado es una compilación de fundamentos teóricos científicos y didácticos referidos al tema de estudio. Se concluye que la lectura inferencial es un proceso constructivo, interactivo, estratégico y metacognitivo, centrado en las interpretaciones textuales, los cuestionamientos, el ejercicio de las experiencias acumuladas, para elaborar resúmenes, argumentos u organizadores visuales de la información comprendida y que el aprendizaje requiere de herramientas o métodos apropiados antes, durante y después de la lectura. El rol del docente se cristaliza con las motivaciones adecuadas, la metodología y saberes, de los cuales se vale para que los niños aprendan sin dificultad.
The purpose of this monograph was to determine the theoretical, scientific and didactic foundations of inferential reading in primary school students, focused on thematic axes: inferential reading, teaching and learning of inferential reading in primary school. It responds to a bibliographic descriptive methodology, using record, textual, commentary and bibliographic files. The result is a compilation of theoretical, scientific and didactic foundations related to the subject of study. It is concluded that inferential reading is a constructive, interactive, strategic and metacognitive process, focused on textual interpretations, questioning, the exercise of accumulated experiences, to elaborate summaries, arguments or visual organizers of the information understood and that learning requires appropriate tools or methods before, during and after reading. The role of the teacher is crystallized with the appropriate motivations, methodology and knowledge, which he uses so that children learn without difficulty.
The purpose of this monograph was to determine the theoretical, scientific and didactic foundations of inferential reading in primary school students, focused on thematic axes: inferential reading, teaching and learning of inferential reading in primary school. It responds to a bibliographic descriptive methodology, using record, textual, commentary and bibliographic files. The result is a compilation of theoretical, scientific and didactic foundations related to the subject of study. It is concluded that inferential reading is a constructive, interactive, strategic and metacognitive process, focused on textual interpretations, questioning, the exercise of accumulated experiences, to elaborate summaries, arguments or visual organizers of the information understood and that learning requires appropriate tools or methods before, during and after reading. The role of the teacher is crystallized with the appropriate motivations, methodology and knowledge, which he uses so that children learn without difficulty.
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Palabras clave
Lectura inferencial, enseñanza, aprendizaje de la lectura, inferential reading, teaching, learning to read