Efectividad de unas tareas para mejorar los indicadores de la comprensión lectora

Due to low scores obtained in various national, regional, and global reading comprehension assessments, this research aimed to analyze the effectiveness of a set of tasks to improve reading comprehension indicators in a public school in Barranquilla. A non-experimental quantitative design with an analytical scope was implemented in a population of 82 students, aged 10-13, from the fifth grade, with reading abilities and no specific learning or neurodevelopmental disorders. The sample was divided into a control group (CG) with 27 students and an intervention group (IG) with 55 students. The instruments used in this study were: the CHARACTERIZATION TEST OF THE LEVEL OF FLUENCY AND READING COMPREHENSION of the Todos a Aprender 2.0 Program (PTA), from the Ministry of National Education, and the SQ3R "ROBINSON" Method. Through the Wilcoxon signed-rank test, it was indicated that, indeed, in the intervention group there is a significant difference between the means of the pretest and the posttest (p<0.05), while in the control group there is a statistical insufficiency. The conclusion affirmed that the SQ3R technique has proven to be effective in improving reading comprehension in fifth-grade students.

• Autores: Argumedo Rodríguez, Nora; Romero Guerrero, Sandra
• Fecha de publicación: 2024
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/13568
• Acceso en línea: https://hdl.handle.net/11323/13568; https://repositorio.cuc.edu.co/
• Palabra clave: Lectura; Comprensión; Tareas; SQ3R; Reading; Comprehension; Tasks
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)