Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)

Introduction: Reading comprehension is a fundamental tool for learning and personal development of individuals. For these reasons the aim of this work is focused on analyzing the perceptions of students belonging to six technical secondary schools from different urban and rural sectors of Ciudad Juá...

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Tipo de recurso:
Article of journal
Fecha de publicación:
2023
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/11050
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/1459
https://repositorio.uan.edu.co/handle/123456789/11050
Palabra clave:
Lectura
comprensión lectora
educación secundaria
percepción
estudiantes
problemas socioculturales
violencias
reading
reading comprehension
middle school
perceptions
student
sociocultural problematics
violence
Rights
License
Copyright (c) 2022 Martha Patricia Alvarado Ortega, Jorge Balderas Domínguez
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dc.title.en-US.fl_str_mv Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
dc.title.es-ES.fl_str_mv Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México): Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural
title Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
spellingShingle Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
Lectura
comprensión lectora
educación secundaria
percepción
estudiantes
problemas socioculturales
violencias
reading
reading comprehension
middle school
perceptions
student
sociocultural problematics
violence
title_short Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
title_full Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
title_fullStr Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
title_full_unstemmed Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
title_sort Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)
dc.subject.es-ES.fl_str_mv Lectura
comprensión lectora
educación secundaria
percepción
estudiantes
problemas socioculturales
violencias
topic Lectura
comprensión lectora
educación secundaria
percepción
estudiantes
problemas socioculturales
violencias
reading
reading comprehension
middle school
perceptions
student
sociocultural problematics
violence
dc.subject.en-US.fl_str_mv reading
reading comprehension
middle school
perceptions
student
sociocultural problematics
violence
description Introduction: Reading comprehension is a fundamental tool for learning and personal development of individuals. For these reasons the aim of this work is focused on analyzing the perceptions of students belonging to six technical secondary schools from different urban and rural sectors of Ciudad Juárez, Chihuahua, Mexico. The foregoing, based on their academic and personal experiences lived at school, in the family and their sociocultural contexts. Methodology: For this reasons, 56 second-grade students with difficulties in reading comprehension participated in this research. A qualitative phenomenological study was carried out. For data collection, with open and semi-structured question guides, 36 a depth interviews were conducted, nine focus groups and the student’s journal were implemented. Results and discussion: The results showed that most of the students: they are not familiar with the concept of reading comprehension. Their reading preferences focus on topics according to their age and personal interests more than in academics contents. They perceive school as a place of shelter, to personal overcome themselves and to build friendships. They conceive the Reading class as boring, which is related to the methodologies implemented by the teachers. They dislike those teachers who continue to practice traditional teaching methods. Finally, they develop in contexts where violence is part of their daily lives. Conclusions: It is concluded that the students perceive that reading comprehension is not a relevant issue for their stage, this being generated from the violent environments and with multiple sociocultural problems that they experience.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2024-10-10T02:37:32Z
dc.date.available.none.fl_str_mv 2024-10-10T02:37:32Z
dc.date.none.fl_str_mv 2023-04-24
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1459
10.54104/papeles.v15n29.1459
dc.identifier.uri.none.fl_str_mv https://repositorio.uan.edu.co/handle/123456789/11050
url https://revistas.uan.edu.co/index.php/papeles/article/view/1459
https://repositorio.uan.edu.co/handle/123456789/11050
identifier_str_mv 10.54104/papeles.v15n29.1459
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/1459/1165
dc.rights.en-US.fl_str_mv Copyright (c) 2022 Martha Patricia Alvarado Ortega, Jorge Balderas Domínguez
https://creativecommons.org/licenses/by-nd/4.0
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2022 Martha Patricia Alvarado Ortega, Jorge Balderas Domínguez
https://creativecommons.org/licenses/by-nd/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv UNIVERSIDAD ANTONIO NARIÑO
dc.source.en-US.fl_str_mv Papeles; Vol. 15 No. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)
dc.source.es-ES.fl_str_mv Papeles; Vol. 15 Núm. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)
dc.source.pt-BR.fl_str_mv Papeles; v. 15 n. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)
dc.source.none.fl_str_mv 2346-0911
0123-0670
10.54104/papeles.v15n29
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
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spelling 2023-04-242024-10-10T02:37:32Z2024-10-10T02:37:32Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/145910.54104/papeles.v15n29.1459https://repositorio.uan.edu.co/handle/123456789/11050Introduction: Reading comprehension is a fundamental tool for learning and personal development of individuals. For these reasons the aim of this work is focused on analyzing the perceptions of students belonging to six technical secondary schools from different urban and rural sectors of Ciudad Juárez, Chihuahua, Mexico. The foregoing, based on their academic and personal experiences lived at school, in the family and their sociocultural contexts. Methodology: For this reasons, 56 second-grade students with difficulties in reading comprehension participated in this research. A qualitative phenomenological study was carried out. For data collection, with open and semi-structured question guides, 36 a depth interviews were conducted, nine focus groups and the student’s journal were implemented. Results and discussion: The results showed that most of the students: they are not familiar with the concept of reading comprehension. Their reading preferences focus on topics according to their age and personal interests more than in academics contents. They perceive school as a place of shelter, to personal overcome themselves and to build friendships. They conceive the Reading class as boring, which is related to the methodologies implemented by the teachers. They dislike those teachers who continue to practice traditional teaching methods. Finally, they develop in contexts where violence is part of their daily lives. Conclusions: It is concluded that the students perceive that reading comprehension is not a relevant issue for their stage, this being generated from the violent environments and with multiple sociocultural problems that they experience.Introducción: la comprensión lectora es una herramienta fundamental para los aprendizajes y el desarrollo personal de los individuos, motivo por el cual el objetivo de este trabajo se centra en analizar las percepciones de estudiantes pertenecientes a seis escuelas secundarias técnicas de distintos sectores urbanos y rurales de Ciudad Juárez (México), a partir de sus experiencias académicas y personales en los contextos escolares, familiares y socioculturales. Metodología: para ello, se contó con la participación de 56 adolescentes de segundo grado con dificultades en comprensión lectora. Se llevó a cabo un estudio de corte cualitativo con enfoque fenomenológico. Para la recolección de datos con guías de preguntas abiertas y semiestructuradas, se realizaron 38 entrevistas en profundidad, nueve grupos focales y el diario del estudiante. Resultados y discusión: los resultados mostraron que la mayoría de los estudiantes no están familiarizados con la comprensión lectora; enfocan sus preferencias lectoras en textos acordes con su edad e intereses personales más que en contenidos académicos; perciben la escuela como lugar para construir amistades, superarse y refugiarse; consideran aburrida la materia de Español por las prácticas metodológicas tradicionalistas implementadas por la docencia; expresan disgusto por la docencia que continúa llevando a la práctica métodos tradicionales de enseñanza, y la mayoría se desenvuelve en contextos en los que las violencias forman parte de su vida cotidiana. Conclusiones: los estudiantes perciben que la comprensión lectora no es el tema más relevante para su etapa, esto condicionado por los entornos violentos y los múltiples problemas socioculturales que viven.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/1459/1165Copyright (c) 2022 Martha Patricia Alvarado Ortega, Jorge Balderas Domínguezhttps://creativecommons.org/licenses/by-nd/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 15 No. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)Papeles; Vol. 15 Núm. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)Papeles; v. 15 n. 29 (2023): Papeles, Vol. 15 Núm. 29 (Enero-Julio, 2023)2346-09110123-067010.54104/papeles.v15n29Lecturacomprensión lectoraeducación secundariapercepciónestudiantesproblemas socioculturalesviolenciasreadingreading comprehensionmiddle schoolperceptionsstudentsociocultural problematicsviolenceReading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Sociocultural: Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México)Comprensión lectora y experiencias de vida: percepciones de estudiantes de secundaria en contextos escolares y socioculturales de Ciudad Juárez (México): Reading Comprehension and Life Experiences: Perceptions of Middle School Students in School and Socioculturalinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Alvarado Ortega, Martha PatriciaBalderas Domínguez, Jorge123456789/11050oai:repositorio.uan.edu.co:123456789/110502024-10-14 03:48:21.063metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co