La narración como mediación didáctica en la comprensión lectora de estudiantes de tercer grado de básica primaria

The research objective was to determine the effect of narration as a didactic mediation in reading comprehension in third grade students of elementary school, basing in a positivist paradigm. The type of research was experimental with an explanatory level, under a quasi-experimental design, with two...

Full description

Autores:
Meléndez Mendoza, Mauricio
Tipo de recurso:
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
spa
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/8416
Acceso en línea:
https://hdl.handle.net/11323/8416
https://repositorio.cuc.edu.co/
Palabra clave:
Narration
Reading levels
Reading comprehension
Narración
Niveles de lectura
Comprensión lectora
Rights
openAccess
License
Attribution-NonCommercial-ShareAlike 4.0 International
Description
Summary:The research objective was to determine the effect of narration as a didactic mediation in reading comprehension in third grade students of elementary school, basing in a positivist paradigm. The type of research was experimental with an explanatory level, under a quasi-experimental design, with two groups (control and experimental), and two measurements, pre-test and post-test with a population of sixty (60) children of the third grade of primary basic education. ; of the Macondo Departmental Ethnoeducational Institution, it was used a 25-item reading comprehension questionnaire with 4 alternative responses, it was validated by three (3) experts and had an Alpha Cronbach reliability of 0.81, the statistical data were processed with measures of central tendency, measures of dispersion, and inferential statistics. The results show in the Pre-test a low average level of reading comprehension, which improved after the application of the program to a medium level, due to the above, it was concluded that the narration strategy as didactic mediation had favorable effects In reading comprehension, it was recommended to apply the intervention to another population with similar characteristics and to motivate teachers, through an intervention plan to develop their own skills related to expression, feelings, interpretation and comprehension of texts .