Los textos expositivos como estrategia didáctica para el fortalecimiento de los procesos de lectura en el área de ciencias naturales
The Colombian State has been promoting initiatives to improve the performance of students with respect to reading comprehension and in the area of natural sciences, this arises as a concern to improve the performance indicators that have been obtained in recent years in this regard. For this reason,...
- Autores:
-
Castro Malagón, Claudia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/2814
- Acceso en línea:
- http://hdl.handle.net/11323/2814
https://repositorio.cuc.edu.co/
- Palabra clave:
- Texto expositivo
Estrategia didáctica
Comprensión lectora
Lectura crítica
Lectura inferencial
Ciencias naturales
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The Colombian State has been promoting initiatives to improve the performance of students with respect to reading comprehension and in the area of natural sciences, this arises as a concern to improve the performance indicators that have been obtained in recent years in this regard. For this reason, the object of this research is to strengthen, from the classroom, reading comprehension in 4th grade students of the Sofia Camargo de Lleras District Educational Institution, making use of the expository text as a didactic strategy. A descriptive research was proposed with a quasi-experimental design framed in the positivist paradigm, for its part, the population is made up of 52 students divided into 26 students for the experimental group and 26 students in the control group. The results indicate that the levels of reading comprehension in the initial phase (pretest) were good, where close to 76% obtained success in the responses of the instrument, both in the experimental group and in the control, while in the control decreased to 74%, subsequently, the proportion of successes increased in the experimental group to 92%. After the pedagogical intervention, the control group ostensibly decreased its performance in reading, while the experimental group obtained a better performance in this aspect. It is concluded that, by means of the statistic T Student (T=5,233; p<0.05), that the expository text strategy to strengthen reading comprehension has positive effects on students, evidencing an increase in the average grade of µ = 2.02 with respect to the initial test (pretest) |
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