Now showing items 1-20 of 53

Ambientes Virtuales de aprendizaje para favorecer la comprensión lectora de textos argumentativos en instituciones oficiales

Cure Florez, Galia (Universidad de la CostaMaestría en Educación, 2016-10-25)

El presente proyecto de investigación centra su estudio en evaluar la eficacia de las estrategias de aprendizajes mediadas por ambientes virtuales para favorecer la comprensión lectora de textos argumentativos en estudiantes ...
Análisis correlacional de los procesos cognitivos básicos y la comprensión lectora en estudiantes de tercer grado de Básica Primaria en Barranquilla

Archila De La Hoz, Claudia Patricia (Universidad de la CostaMaestría en Psicología, 2017-07-18)

La presente investigación busca establecer si existe relación directamente proporcional y estadísticamente significativa entre los procesos básicos (percepción, atención y memoria) y la comprensión lectora a partir de las ...
Aportes de las estrategias metacognitivas al nivel de comprensión lectora inferencial

Arvilla Herrera, Ruby Marcela; Mier Rodriguez, Sofia (Corporación Universidad de la CostaMaestría en Educación, 2021)

The purpose of this research was to establish the contributions of the use of Metacognitive Strategies at the level of Inferential Reading Comprehension in 5th grade students of the IED El Carmen, from the city of Santa ...
El aprendizaje colaborativo como estrategia didáctica para el mejoramiento de la Comprensión lectora

Esquivel, Paulina; Villa, Fernando; Guerra, Gabriel; Guerra, Carmenza; Rangel, Eusebio (Corporación Universidad de la Costa, 2018-12-04)

El aprendizaje colaborativo se convierte en un instrumento de saber práctico que favorece los espacios de apropiación de conocimiento no solo para los estudiantes sino también para la comunidad educativa en general. La ...
Aprendizaje cooperativo como estrategia para mejorar los niveles de comprensión lectora en estudiantes de quinto grado de básica primaria

Guzmán Meza, Marcos Alberto; Sequeda Pérez, Jorge Luis (Universidad de la CostaMaestría en Educación, 2019)

The present work establishes the effect of Cooperative Learning for better in the levels of Reading Comprehension in students of fifth grade of primary basic of the Educational Institution Community Center of Basic and ...
Comprensión lectora a través de ejes generadores de las ciencias sociales

Alvear Anaya, Irene Sofía; Eckardt Herrera, Silia Karin (Universidad de la CostaMaestría en Educación, 2019)

This research was carried out on the curriculum line of Universidad de la Costa . It includes the participation of 20 students ages of 10 to 13.It was carried out in four phases : planning, diagnosis, implementation ...
Comprensión lectora a través de ejes generadores de las ciencias sociales

Alvear Anaya, Irene Sofía; Eckardt Herrera, Silia Karin (Universidad de la CostaMaestría en Educación, 2019)

This research was carried out on the curriculum line of Universidad de la Costa . It includes the participation of 20 students ages of 10 to 13.It was carried out in four phases : planning, diagnosis, implementation ...
Comprensión lectora: una herramienta para la resolución de problemas matemáticos en básica primaria

Marriaga Gutiérrez, Mileidis del Carmen; Páez Gómez, Pierre Paolo (Universidad de la CostaMaestría en Educación, 2019-02-19)

In current education it is necessary to implement innovative pedagogical practices with methodologies that motivate a better teaching-learning process, leading to meaningful changes within the curricula of educational ...
Compresión lectora mediante la investigación como estrategia pedagógica apoyada en TIC

Durán-Castañeda, Hilaria; Guerrero, Pilis; Méndez-Fuentes, Omar; Ojeda, Lizbeth (Corporación Universidad de la Costa, 2019-01-14)

Los procesos de lectura y comprensión de textos no son intrínsecos al ser humano, son actividades que se aprenden durante la vida escolar, de forma continua que se va fortaleciendo con el tiempo dedicado y la práctica. ...
El cómic como estrategia pedagógica para fortalecer el desarrollo de la compresión lectora y la producción de textos

Marchena Yejas, Heylen Judith; Gámez Hernández., Yolima Patricia (Corporación Universidad de la CostaLicenciatura en Educación Básica Primaria, 2021)

This project has the goal to improve and strengthen the development of reading comprehension and the production of texts through a pedagogical strategy pedagogical strategy it is possible based on the philosophical constructs ...
El Cuento como estrategia motivadora para la comprensión lectora

Maldonado Hernández, Luisa; Rodríguez Martínez, Ingrid; Vargas Algarín, Lina (Corporación Universidad de la CostaHumanidadesBarranquilla, ColombiaLicenciatura en Educación Básica Primaria, 2022)

Una de las grandes reformas que en el componente educativo se han promovido de acuerdo con los cambios de la sociedad y el sistema de vida, es que el docente mantenga el rol de facilitador del aprendizaje y deje a un lado ...
Efecto de la dramatización para la inferencia de textos en los estudiantes de tercer grado de la institución educativa dolores maría ucrós sede eufemia benedetti en soledad - atlántico

Mercado Serrano, Viviana Beatriz; Rivaldo Valega, Yully Isabel (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2019)

In order to improve the deficiencies in the inferential reading level, found in the third grade students of the Dolores Maria Ucrós Educational Institution in Soledad - Atlántico, it is stated “The effect of dramatization ...
Efectos dela estrategia didáctica andudeleer en la competencia comunicativa lectora en los estudiantes de 5º

Gil Hernández, Amalia Margarita (Maestría en Educación, 2018-01-19)

The present research work has as general objective to establish the effect of the ANDUDELEER didactic strategy in the reading communicative competence of the students of fifth grade of primary basic education in the Cerro ...
El Cuento: una estrategia pedagógica que fortalece la comprensión lectora en las estudiantes de quinto grado de la Institución Educativa Distrital Madre Marcelina de Barranquilla

Coronado Vittorino, Ross Mery (Corporación Universidad de la CostaEspecialización en Estudios Pedagógicos, 2011)

El presente trabajo tiene como objetivo indagar de qué manera el cuento fortalece la comprensión lectora en las estudiantes de quinto grado de la Institución Educativa Distrital Madre Marcelina. Se apoya en los fundamentos ...
Enseñanza de estrategias metacognitivas para el fortalecimiento de la comprensión lectora

Cervantes Cárdenas, Yicela Esther; Herrera Pérez, María Angélica (Corporación Universidad de la CostaMaestría en Educación, 2020)

Reading comprehension is one of the challenges our boys and girls face at the beginning of school age, this activity becomes complex when there is ignorance in the use of metacognitive strategies that help the schoolchild ...
Entorno educativo multimedia para el desarrollo del nivel de comprensión lectora de los estudiantes de básica secundaria

Cantillo Vásquez, Karen; Correa Benavides, Manuel (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2019)

Reading comprehension is essential to improve the academic performance of students during a training process, as well as in everyday life. The deficiency in the development of the levels of reading comprehension of the ...
Entrenamiento de habilidades sociales: una estrategia de intervención para el fortalecimiento de la convivencia escolar

Ahumada Estrada, Aidee María; Orozco Ocampo, Claudia Patricia (Universidad de la CostaMaestría en Educación, 2019)

The present research work analyzes the results on the effect of training in social skills for the strengthening of school coexistence in children of 2nd grade of primary education of the IED Las Flores de Barranquilla. ...
Estrategia didáctica mediada por las TIC para el fortalecimiento de la comprensión lectora

Martínez López, Elsy Marina; Martínez López, Mónica Patricia (Corporación Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2021)

Reading comprehension is understood as the ability of an individual to capture as objectively as possible what an author wants to convey through a written text and that this, in turn, is embedded within another broader ...
Estrategia didáctica mediada por OVAs para el fortalecimiento del proceso de comprensión lectora en los estudiantes

Royero Pérez, Norleima Del Carmen; Mejía Martínez, Merlys (Corporación Universidad de la CostaMaestría en Educación, 2021)

The purpose of the research is to design didactic strategies mediated by Virtual Learning Objects (OVA) to strengthen the reading comprehension process in students of the El Horno Educational Institution of the Municipality ...
Estrategias de enseñanza para la promoción de la comprensión lectora desde el aprendizaje significativo

Franco Montenegro, Mónica Paola (Universidad de la Costa CUC, 2012-05-09)

This article presents the main findings of the study on the strategies used by early grades’ teachers to promote reading comprehension from meaningful learning insights in children, in order to put forward actions to ensure ...

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Ambientes Virtuales de aprendizaje para favorecer la comprensión lectora de textos argumentativos en instituciones oficiales
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Cure Florez, Galia | 2016-10-25

El presente proyecto de investigación centra su estudio en evaluar la eficacia de las estrategias de aprendizajes mediadas por ambientes virtuales para favorecer la comprensión lectora de textos argumentativos en estudiantes de media académica en instituciones educativas. Este proceso de investigación es abordado desde un enfoque cuantitativo, de corte positivista y bajo un diseño cuasi experimental. La población está compuesta por 476 estudiantes de grado 10º distribuidos en dos escuelas de carácter oficial, con muestra aleatoria de 116 estudiantes organizados en 2 grupos: control y experimental para cada institución, a quienes se les aplican 2 instrumentos (pre test y pos test) pertinentes a textos argumentativos, avalados por el ICFES y un experto en lectura crítica. En un primer momento se determina el estado inicial de comprensión de textos argumentativos, a través de la aplicación de un primer instrumento, seguidamente la implementación de una estrategia mediada por ambientes virtuales, que le permite a los estudiantes desarrollar una serie de actividades en aras a fortalecer la comprensión de textos argumentativos; finalmente se da la aplicación de un pos test que permite constatar la eficacia de los ambientes virtuales en la comprensión de textos argumentativos.

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Análisis correlacional de los procesos cognitivos básicos y la comprensión lectora en estudiantes de tercer grado de Básica Primaria en Barranquilla
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Archila De La Hoz, Claudia Patricia | 2017-07-18

La presente investigación busca establecer si existe relación directamente proporcional y estadísticamente significativa entre los procesos básicos (percepción, atención y memoria) y la comprensión lectora a partir de las mediciones generadas en los estudiantes de tercer grado de básica primaria, se aplicó a una muestra compuesta por 56 individuos el Instrumento de Evaluación Neuropsicológica Infantil segunda edición (ENI-2). Los resultados permitieron establecer que la hipótesis se confirma parcialmente, dado que correlacionaron con la comprensión lectora algunas pruebas y subdominios de los procesos cognitivos básicos, como la percepción visual y auditiva, la atención visual, la memoria(codificación) verbal auditiva y memoria (evocación) de estímulos auditivos. Finalmente se encontró que la muestra en general se ubicó en nivel promedio o inferiores para cada dominio.

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Aportes de las estrategias metacognitivas al nivel de comprensión lectora inferencial
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Arvilla Herrera, Ruby Marcela | 2021

The purpose of this research was to establish the contributions of the use of Metacognitive Strategies at the level of Inferential Reading Comprehension in 5th grade students of the IED El Carmen, from the city of Santa Marta. The population universe was made up of 1014 students, from socioeconomic strata 0, 1 and 2, with a population of 380 elementary school students between the ages of 9 and 11, and a non-probabilistic sample of 33 students. A non-experimental field research with a mixed nature approach was projected, following the post-positivist paradigm. The standardized Evaluate to Advance test designed by ICFES (2020) was applied, and the Inventory of Metacognitive Skills MAI, designed by Schraw & Sperling (1994) and validated by Huertas, Vesga, and Galindo (2014); implemented in the current classroom space (Remote Education Model). Quantitative and qualitative results were obtained by means of which it was possible to establish that the contributions of Metacognitive Strategies at the level of Inferential Reading Comprehension in 5th grade students had a greater representation in the Organization, Monitoring and Planning strategies with a predominance of Declarative inferences and Macrostructural, with a positive correlation between the two variables: Metacognitive Strategies and Inferential Reading Comprehension.

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El aprendizaje colaborativo como estrategia didáctica para el mejoramiento de la Comprensión lectora
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Esquivel, Paulina | 2018-12-04

El aprendizaje colaborativo se convierte en un instrumento de saber práctico que favorece los espacios de apropiación de conocimiento no solo para los estudiantes sino también para la comunidad educativa en general. La presente investigación busca mostrar los procesos de comprensión lectora, en los estudiantes de la Institución Educativa Nuestra Señora del Carmen, fomentando herramientas didácticas como el aprendizaje colaborativo que potencie la motivación por la lectura. El presente estudio se realiza desde una mirada cuantitativa, desde un alcance descriptivo. La población intervenida fueron estudiantes de básica primaria. Como resultados se permitió observar que el trabajo en grupo u colaborativo no solo se puede incrementar el rendimiento académico, sino que además presenta otras virtudes como que el estudiante aprende a trabajar en equipo y el modelo de aprendizaje interactivo supone que las experiencias de aula deben superar el aprendizaje memorístico y mecanicista

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Aprendizaje cooperativo como estrategia para mejorar los niveles de comprensión lectora en estudiantes de quinto grado de básica primaria
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Guzmán Meza, Marcos Alberto | 2019

The present work establishes the effect of Cooperative Learning for better in the levels of Reading Comprehension in students of fifth grade of primary basic of the Educational Institution Community Center of Basic and Middle Education # 187- Civic April 7. The methodology was framed in a quantitative approach of a quasi-experimental type, applied to a population of 68 students; in which a control group and an experimental group were established, which in the intervention phase, the Cooperative Learning strategy in reading activities was implemented. The results allowed us to rule out the null hypothesis. Therefore, the conclusions highlight that the average in the test that measures the development of the levels of reading comprehension in the students of the experimental group where the classes with the Cooperative Learning were developed is higher than the average in the test that measures the development of reading competence in the area of language for students of the control group where the readings are developed in a traditional way.

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Comprensión lectora a través de ejes generadores de las ciencias sociales
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Alvear Anaya, Irene Sofía | 2019

This research was carried out on the curriculum line of Universidad de la Costa . It includes the participation of 20 students ages of 10 to 13.It was carried out in four phases : planning, diagnosis, implementation and final report. The objective of this research was to describe the progress in reading comprehension of 5th grade students in Institución Educativa Técnica Agropecuaria de Villa Rosa en el Departamento del Atlántico- Colombia in 2019, in axes generators social sciences learning using innovative strategies based on reading. Each reading had their respective questions according to the comprehension levels: literal, inferential and critical framed in the curriculum guidelines and social sciences basic competences standards; moreover was applied an evaluation sheet and monitoring comprehension development. It could be conclude that the implementation of readings that strengthening the social sciences axes contribute to the reading comprehension in 5th grade students, improve the performance and promotes their formative process.

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Comprensión lectora a través de ejes generadores de las ciencias sociales
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Alvear Anaya, Irene Sofía | 2019

This research was carried out on the curriculum line of Universidad de la Costa . It includes the participation of 20 students ages of 10 to 13.It was carried out in four phases : planning, diagnosis, implementation and final report. The objective of this research was to describe the progress in reading comprehension of 5th grade students in Institución Educativa Técnica Agropecuaria de Villa Rosa en el Departamento del Atlántico- Colombia in 2019, in axes generators social sciences learning using innovative strategies based on reading. Each reading had their respective questions according to the comprehension levels: literal, inferential and critical framed in the curriculum guidelines and social sciences basic competences standards; moreover was applied an evaluation sheet and monitoring comprehension development. It could be conclude that the implementation of readings that strengthening the social sciences axes contribute to the reading comprehension in 5th grade students, improve the performance and promotes their formative process.

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Comprensión lectora: una herramienta para la resolución de problemas matemáticos en básica primaria
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Marriaga Gutiérrez, Mileidis del Carmen | 2019-02-19

In current education it is necessary to implement innovative pedagogical practices with methodologies that motivate a better teaching-learning process, leading to meaningful changes within the curricula of educational institutions, and become reflected in the strengthening of skills and competencies of the students. For this reason it became important to establish the effect of reading comprehension within the solving of mathematical problems. The research was developed within an empirical-analytical epistemological approach, using the quantitative method with a quasi-experimental design, a pre-test was applied to two groups: control and experimental, an intervention to the experimental group and then a post-test to both groups; Subsequently, the respective collection, tabulation and creation of the graphs about the information were made to then proceed to the analysis of the results. The sample of the population was obtained through an intentional non-probabilistic sampling. The questionnaires used determined that students are located in a large percentage at a basic level down with respect to solving mathematical problems. The application of the pedagogical strategy to the experimental group established progress, that is, a significant increase in the ability to solve mathematical problems in contrast to the results obtained by the control group. This determines an expected result and the confirmation of the research hypothesis, so the methodological strategy can be implemented in the educational institution where it was developed and it is suggested to use it in other educational institutions according to their context. Additionally, this project will serve as a basis for future research

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Compresión lectora mediante la investigación como estrategia pedagógica apoyada en TIC
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Durán-Castañeda, Hilaria | 2019-01-14

Los procesos de lectura y comprensión de textos no son intrínsecos al ser humano, son actividades que se aprenden durante la vida escolar, de forma continua que se va fortaleciendo con el tiempo dedicado y la práctica. El estudio tuvo como propósito fortalecer la compresión lectora e interpretación de textos mediante la investigación como estrategia pedagógica. Se realizó un estudio de tipo cualitativo, con un modelo de investigación acción, desde un diseño descriptivo, exploratorio, de corte transversal. La población estuvo conformada por treinta (30) estudiantes entre nueve (9) y doce (12) años de la IED Rodrigo Vives de Andreis sede Orihueca. Utilizando como técnicas la observación participante y el diario de campo. Los resultados evidenciaron un nivel bajo de comprensión de textos, análisis, léxico, semántica, y hábitos de lectura, llegando a concluir que la investigación como estrategia pedagógica apoyada en TIC permiten mejorar y fortalecer estos procesos por su componente motivacional e innovador

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El cómic como estrategia pedagógica para fortalecer el desarrollo de la compresión lectora y la producción de textos
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Marchena Yejas, Heylen Judith | 2021

This project has the goal to improve and strengthen the development of reading comprehension and the production of texts through a pedagogical strategy pedagogical strategy it is possible based on the philosophical constructs of base authors such as Vygotsky and Ausubel, which have in It is common for learning processes to be determined by integrative components that involve motivation that inherently contribute to raising the attention focus necessary to potentiate the assimilation of knowledge and cognitive skills. In this way, for the design of a pedagogical strategy which is implemented in 20 third grade B students of the Francisco Javier Cisneros Commercial Educational Institution, whose implementation is presented under a qualitative methodology of cross-sectional design with an action research approach applied to the education that results in a proposal that consists of a didactic sequence which allowed to generate reflection on the improvements in academic performance which in the results it can be evidenced that in the results that the comic is a potentiating element of reading habits and If writing is used in an articulated way to teaching processes, it is capable of strengthening reading habits and thereby improving reading comprehension, since in the case of this project the subjects achieved significant improvements in their reading comprehension and their text productions they were characterized by being mostly elaborate.

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El Cuento como estrategia motivadora para la comprensión lectora
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Maldonado Hernández, Luisa | 2022

Una de las grandes reformas que en el componente educativo se han promovido de acuerdo con los cambios de la sociedad y el sistema de vida, es que el docente mantenga el rol de facilitador del aprendizaje y deje a un lado el de transmisor de información, en cuanto a materia de comprensión lectora muchos de los estudiantes no llegan al grado correcto con un buen nivel de comprensión de textos, muchas veces por falta de herramientas incorporadas en el aula, o dificultades de aprendizaje. En la institución COOPAVA “colegio de la cooperativa de trabajadores de Avianca” los estudiantes de 3º presentan dificultades en los procesos lectores, prevalece frente al aprendizaje la desmotivación y la falta de interés. Se propone utilizar la lectura cuentos como estrategia motivadora en el aprendizaje y comprensión de la lectura, de forma atractiva y lúdica, e incorporar el cuento para la enseñanza y comprensión de la lectura. El tipo de investigación utilizada fue la cualitativa descriptiva y está basada en un método de investigación acción y un paradigma interpretativo. Los objetivos trazados se cumplieron en gran medida, fueron aceptadas las estrategias planteadas (El cuento) por parte de docentes y estudiantes, se fortalecieron las habilidades básicas de las competencias lectoras, el trabajo en grupo y la constante participación en el aula, estas acciones fueron evidenciadas durante la aplicación del proyecto.

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Efecto de la dramatización para la inferencia de textos en los estudiantes de tercer grado de la institución educativa dolores maría ucrós sede eufemia benedetti en soledad - atlántico
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Mercado Serrano, Viviana Beatriz | 2019

In order to improve the deficiencies in the inferential reading level, found in the third grade students of the Dolores Maria Ucrós Educational Institution in Soledad - Atlántico, it is stated “The effect of dramatization as a strategy to strengthen this reading level; Through this pedagogical strategy, students are expected to move to the second level of reading comprehension and be able to infer texts in different contexts. It will be conceived under the parameters of the quantitative approach and dimensioned from an epistemological, empirical analytical paradigm and the design will be quasi-experimental. This research is pertinent because by improving the inferential level in reading comprehension, students will reach the critical level of reading and will be able to relate the texts to their previous knowledge, improve academic processes and results in internal and external tests.

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Efectos dela estrategia didáctica andudeleer en la competencia comunicativa lectora en los estudiantes de 5º
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Gil Hernández, Amalia Margarita | 2018-01-19

The present research work has as general objective to establish the effect of the ANDUDELEER didactic strategy in the reading communicative competence of the students of fifth grade of primary basic education in the Cerro Blanco Departmental Educational Institution. That is why the work developed a research process supported from a quantitative approach, with a descriptive and inferential scope, aligned to a type of empirical-analytical research with a quasi experimental design. The population is made up of 53 students, from which a sample of 42 students was selected using the intentional non-probabilistic sampling technique, for theese were applied information gathering instruments such as reading comprehension tests and observations with lists of comparison; instruments that are validated by experts. The results indicated that the ANDUDELEER didactic strategy does produce positive effects in the components of the communicative-reading competence such as pragmatic, semantic and syntactic, since the students of the experimental group increased their level of low to medium through the use of strategies of didactics.

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El Cuento: una estrategia pedagógica que fortalece la comprensión lectora en las estudiantes de quinto grado de la Institución Educativa Distrital Madre Marcelina de Barranquilla
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Coronado Vittorino, Ross Mery | 2011

El presente trabajo tiene como objetivo indagar de qué manera el cuento fortalece la comprensión lectora en las estudiantes de quinto grado de la Institución Educativa Distrital Madre Marcelina. Se apoya en los fundamentos teóricos de Lev Vygostsky, Jean Piaget y David Ausubel, los cuales manifiestan la capacidad que tiene el individuo de anticipar significados a partir de conocimientos previos, el equilibrio cognitivo, el aprendizaje sociocultural y el aprendizaje reciproco. Se desarrollo en dos etapas, una diagnostica para conocer la situación existente y una segunda la construcción de una propuesta pedagógica, donde se proponen unas acciones o estrategias que conducirán a las estudiantes a trabajar en equipo los diferentes niveles de la comprensión lectora utilizando el cuento como elemento facilitador. La población objeto de estudio fue: 30 estudiantes, 5 docentes y 19 padres de familia, aplicando la investigación cualitativa y el método etnográfico. La recolección de datos se hizo a través de la observación directa, entrevistas, encuestas y fichas diagnosticas. El análisis de los resultados evidencio el bajo nivel de comprensión lectora, por parte de las estudiantes, así como la poca utilización de estrategias para su enseñanza, por parte de los docentes. A partir de este diagnostico se diseñaron algunas estrategias con el fin de ofrecer a las estudiantes, docentes y padres de familia alternativas para mejorar la comprensión lectora.

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Enseñanza de estrategias metacognitivas para el fortalecimiento de la comprensión lectora
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Cervantes Cárdenas, Yicela Esther | 2020

Reading comprehension is one of the challenges our boys and girls face at the beginning of school age, this activity becomes complex when there is ignorance in the use of metacognitive strategies that help the schoolchild to understand texts, to give them meaning so that the student can achieve self-regulated learning. Due to the above, teachers must know and implement strategies that help the student, to strengthen their understanding process, which will allow them to understand and use the didactics learned, not only in the area of language, but also in the rest of the subjects during the school calendar, and especially, reach a metacognitive level that helps them self-manage their learning. It is for this reason that the purpose of the research is to analyze and characterize the didactic elements that intervene in the teaching of metacognitive strategies, so that, in this way, the teacher can strengthen their classroom practices in relation to the use of strategies metacognitive. To fulfill the purpose of the research work, a non-experimental approach will be developed, without deliberately manipulating the categories, that is, it is an investigation where independent categories cannot be intentionally varied to see their effect on other categories , the result of the proposed purposes allow obtaining pedagogical orientations for the use of metacognitive strategies in the strengthening of reading comprehension.

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Entorno educativo multimedia para el desarrollo del nivel de comprensión lectora de los estudiantes de básica secundaria
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Cantillo Vásquez, Karen | 2019

Reading comprehension is essential to improve the academic performance of students during a training process, as well as in everyday life. The deficiency in the development of the levels of reading comprehension of the students affects the low performance achieved in the different tests that are carried out in the secondary school. The purpose of the research is to develop reading comprehension levels in sixth grade students using the multimedia educational environment offered by the JClic tool. The research is carried out under a mixed descriptive-explanatory approach, with a quasi-experimental design. For which there will be a sample of 80 students distributed in two (2) experimental and control groups, of 40 students each. Initially, a diagnostic test will be carried out on both groups, in order to identify the level of reading comprehension of sixth grade students, then pedagogical sessions are held in the classroom and outside it with the use of the JClic tool, at the end it will be carried out a posttest test to both groups in order to assess the level of reading comprehension. This research will provide the necessary pedagogical tools to develop reading comprehension levels and thus achieve the expected results in sixth grade students. It is concluded that the use of the Jclic multimedia educational environment positively affects the development of students' reading comprehension levels.

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Entrenamiento de habilidades sociales: una estrategia de intervención para el fortalecimiento de la convivencia escolar
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Ahumada Estrada, Aidee María | 2019

The present research work analyzes the results on the effect of training in social skills for the strengthening of school coexistence in children of 2nd grade of primary education of the IED Las Flores de Barranquilla. During the investigation, the references and some theoretical and background categories were reviewed. Due to its characteristics, it is the quantitative approach of descriptive-quasi-experimental type. The population in the present study is 60 2nd grade students of the IED Las Flores Primary School in the city of Barranquilla. The population distributed in test groups constituted the sample: as semi - structured questionnaire instruments and addresses the variables: assertiveness, empathy and conflict resolution. The construction of the Questionnaire was based on the psychometric technique for determining the properties of the instrument, the results of the 1992 Nuns questionnaire and the adaptation of the needs of the context and the needs of the individual.

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Estrategia didáctica mediada por las TIC para el fortalecimiento de la comprensión lectora
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Martínez López, Elsy Marina | 2021

Reading comprehension is understood as the ability of an individual to capture as objectively as possible what an author wants to convey through a written text and that this, in turn, is embedded within another broader concept, such as reading competence. From this point of reference, the purpose of the research was to develop a didactic strategy mediated by ICT to strengthen the reading comprehension of elementary school students; it is specifically contextualized in the Rodrigo de Bastidas District Educational Institution in Santa Marta, Magdalena, Colombia. We worked under a mixed approach and a descriptive-explanatory type of research with a pre-experimental design. For which a sample composed of 28 students and 6 teachers was selected in a nonprobabilistic and intentional way. A reading comprehension pre-test was applied to students, an observation sheet and a structured interview to teachers and, finally, a reading comprehension post-test and questionnaire were applied to students and teachers. Among the results, it is highlighted that, once the strategy was applied with the use of ICT, the students improved reading comprehension with respect to the results made in the diagnosis; that is, at the literal and inferential level there was an increase in the average performance from 39% to 53% and 25% to 57% respectively; and the critical level improved the high performance from 36% to 57%. As a conclusion, it was determined that the application of teaching strategies mediated by ICT strengthens reading comprehension, develops skills and abilities in students that contribute to the improvement of the reading process.

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Estrategia didáctica mediada por OVAs para el fortalecimiento del proceso de comprensión lectora en los estudiantes
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Royero Pérez, Norleima Del Carmen | 2021

The purpose of the research is to design didactic strategies mediated by Virtual Learning Objects (OVA) to strengthen the reading comprehension process in students of the El Horno Educational Institution of the Municipality of San Zenón, Magdalena. We worked under the complementary paradigm with a mixed approach (qualitative-quantitative), in which the study phenomenon is described and explained from the conceptual analysis of the reading comprehension skills that students have, with this we want to address the difficulties that More influence on the problem such as the lack of motivation of the students towards reading, the scarcity of learning strategies that allow them to search, organize and process textual information, decoding of texts, the nonconnection of texts with each other, little identification of the characteristics of the text read, non-recognition of the structure of the reading. To carry out the research, 6 teachers from different areas of elementary school were selected, as well as 24 students were intentionally selected, divided into two (2) control and experimental groups, a significant improvement was obtained in reading comprehension skills in students when applying the didactic strategy mediated by OVAs passing levels (low reading comprehension 16.7%, medium 16.7%, high 66.7%) obtained by students in the pretest test at levels (Low reading comprehension 0%, medium 0% and high 100%) obtained by the students in the post-test, going from the literal, inferential to the contextual critical levels by 70.7%. As a general conclusion, the importance of the use of innovative teaching strategies mediated by OVA is established. since it allows teachers to use not only the digital content supported on the Web, but also those that, like the Podcast, give access to student learning, before without the possibility of accessing ICTs or the Internet in rural areas.

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Estrategias de enseñanza para la promoción de la comprensión lectora desde el aprendizaje significativo
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Franco Montenegro, Mónica Paola | 2012-05-09

This article presents the main findings of the study on the strategies used by early grades’ teachers to promote reading comprehension from meaningful learning insights in children, in order to put forward actions to ensure future reading attitudes. The theoretical conceptualization is presented through recognized authors in reading comprehension, learning strategies and meaningful learning. The methodological approach was assumed from the criticaldialectical paradigm, of holistic type. The techniques used for data collection were participant observation, individual interviews and semi-structured interviews. From the results, it was observed that teachers used meaningful learning strategies to promote reading comprehension, however, there is no evidence of coordination in its use, functionally speaking, as part of a cross-sectional curriculum, and secondly, the results provide reflection elements considering the importance of training spaces for teachers to improve the overall educational act. Finally, the findings of the study allowed the formulation and implementation of a workshop for teachers about this subject in order to strengthen the pedagogic act.

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