Análisis de los factores personales en la comprensión lectora inferencial y crítica de los estudiantes de educación básica primaria.
The objective of this work was to analyze the influence of personal factors on the performance of the levels of inferential and critical reading comprehension of fourth grade students of the I.E.D Mundo Bolivariano, in the southwest of the city of Barranquilla. The methodology was framed in a deduct...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2023 |
| País: | Colombia |
| Institución: | Corporación Universidad de la Costa |
| Repositorio: | Repositorio REDICUC |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/12975 |
| Acceso en línea: | https://hdl.handle.net/11323/12975 https://repositorio.cuc.edu.co |
| Access Level: | acceso abierto |
| Palabra clave: | Comprensión lectora Factor personal Nivel literal Nivel inferencial Nivel crítico Acompañamiento académico |
| Sumario: | The objective of this work was to analyze the influence of personal factors on the performance of the levels of inferential and critical reading comprehension of fourth grade students of the I.E.D Mundo Bolivariano, in the southwest of the city of Barranquilla. The methodology was framed in a deductive rationalist approach, applied to a population of 137 4th grade primary school students whose ages range between 9 and 12 years.For data collection and taking into account that the research is of a descriptive, non-experimental type. The results allowed us to determine that within the existing levels of reading comprehension, 4th grade students obtain better performance in questions where the literal level is evaluated, having a greater impact on correct answers to questions of this type rather than the inferential and critical ones. The findings reveal, that there is a significant relationship between reading comprehension and vocabulary In turn, it is concluded that vocabulary as an internal factor is a predictor of reading comprehension. The need to incorporate this vocabulary in the evaluation and intervention processes in primary education is also defended. Added to the bonding of the family, which constitutes a determining element..The above indicates that, although there are pedagogical intentions on the part of teachers to apply activities that promote reading comprehension, if improvement actions are not carried out aimed at innovative classroom practices in which parents are actively involved and there is permanent monitoring, the desired results will not be achieved. |
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