Estilo de aprendizaje neurolnguistico como estrategia para desarrollar la comprensión lectora e interpretación textual en basica primaria

In this research, the relationship between reading levels, reading comprehension, and textual interpretation was studied. Additionally, an analysis of the differences between the pretest and posttest results was conducted to determine if the stimulation of perception channels (visual, auditory, kinesthetic styles) influences the development of reading levels (literal, inferential, critical) in fifth grade students from the primary schools I.E.T.D. Helena de Chauvín and I.E.D. La Salle in the city of Barranquilla, Colombia. According to the inferential statistical analysis of hypothesis testing, it was found that there is a relationship between reading comprehension and textual interpretation. Similarly, it was found that the majority of students with different learning styles perform at low and basic levels in reading, reading comprehension, and textual interpretation.

• Autores: Herrera Buelvas, Marco Antonio; Coronado Sosa, Martha Lucía
• Fecha de publicación: 2023
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/13008
• Acceso en línea: https://hdl.handle.net/11323/13008; https://repositorio.cuc.edu.co
• Palabra clave: Estilo de aprendizaje; Canales de percepción; Niveles de lectura; comprensión lectora; Interpretación textual; Learning style; Perception channels; Reading levels; Reading comprehension; Textual interpretation
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)