Impacto de los métodos de enseñanza de la lectura en la comprensión lectora
There is an important controversy about the suitability of the different reading teaching methods to obtain a quality reading comprehension. For this reason, the present study was designed to know the impact that reading methods started in Early Childhood Education have on reading comprehension in P...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/40629 |
| Acceso en línea: | http:// https://doi.org/10.48162/rev.5.001 https://hdl.handle.net/10578/40629 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetización Aprendizaje lector Comprensión lectora Lectura |
| Sumario: | There is an important controversy about the suitability of the different reading teaching methods to obtain a quality reading comprehension. For this reason, the present study was designed to know the impact that reading methods started in Early Childhood Education have on reading comprehension in Primary Education. With this purpose, a sample of 54 2nd grade students was selected, differentiated into two groups (instructed with a constructivist approach and with a synthetic-phonetic method). First, a qualitative analysis was carried out through interviews and a field diary. Secondly, the PROLEC-R test was carried out on both groups, analysing their results based on speed, precision and reading comprehension. No significant differences were found in terms of speed, reading comprehension and word reading precision. On the other hand, in the reading of pseudowords, the results obtained were significantly higher by the synthetic phonetic method students. These results suggest the need to search for alternative methods that take into account the benefits of learning the written code, but without neglecting the construction of meaning from a practical, functional and meaningful perspective, changing the vision of literacy and turning it into a social practice. |
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