Programa educativo interactuando con la lectura en la mejora de la competencia lectora en estudiantes del cuarto grado de educación secundaria institución educativa Mariscal Oscar R. Benavides Iquitos 2024
This study aimed to assess how effective the Interacting with Reading Program was in enhancing the reading skills of fourth-grade secondary school students at the Mariscal Oscar R. Benavides Educational Institution in Iquitos during 2024. The researchers employed a quantitative approach with a causa...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Fecha de publicación: | 2025 |
| País: | Perú |
| Institución: | Universidad Nacional De La Amazonía Peruana |
| Repositorio: | UNAPIquitos-Institucional |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unapiquitos.edu.pe:20.500.12737/12595 |
| Acceso en línea: | https://hdl.handle.net/20.500.12737/12595 |
| Access Level: | acceso abierto |
| Palabra clave: | Lectura Comprensión Literal Inferencial Criterial https://purl.org/pe-repo/ocde/ford#5.03.01 |
| Sumario: | This study aimed to assess how effective the Interacting with Reading Program was in enhancing the reading skills of fourth-grade secondary school students at the Mariscal Oscar R. Benavides Educational Institution in Iquitos during 2024. The researchers employed a quantitative approach with a causal correlational quasi-experimental design, involving a sample of 52 students— 25 in the control group and 27 in the experimental group. The findings revealed notable improvements in reading skills, which contributed to better reading comprehension. Specifically, there was an 18.52% increase in the outstanding achievement level and a 25.93% rise in the expected achievement, with a statistical significance of 0.000, well below the 0.05 threshold. The program led to advancements in literal, inferential, and critical comprehension: at the literal level, 48.15% of students met the expected performance, while 22.22% achieved outstanding performance; at the inferential level, 59.3% reached the expected achievement, and 14.8% attained outstanding results; and at the critical level, 51.9% met the expected achievement, with 11.1% achieving outstanding performance. These results confirm that the intervention effectively supported the independent and reflective development of reading skills among the students. |
|---|