Examinando por Materia "Comprensión lectora"

Mostrando 1 - 14 de 14
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    Acceso abierto
    Aproximación interpretativa de las estrategias de enseñanza en procesos de comprensión lectora inferencial desde las áreas básicas en el grado 5 de la Institución Educativa San Lorenzo de Aburra
    (2020) Pineda Muñoz, Melissa; Muriel Quintana, Henry Joao; Ochoa Céspedes, Juan Camilo
    The present investigation, based on the interpretative approach of the teaching strategies in inferential reading comprehension processes from the basic areas in the 5th of the San Lorenzo de Aburra Educational Institution since some deficiencies in inferential reading are shown in the students of the grade 4 and 5. This project is pertinent to all the basic areas, especially in the area of the Spanish language, since it will identify the teaching practices implemented in the fourth and fifth grade of the San Lorenzo de Aburra Educational Institution regarding inferential reading comprehension in the basic areas, therefore, to be able to have better results in the tests established by the national ministry of education. It is there where this research project becomes important. The proposal is based on analyzing related research in didactics of the Spanish language by teaching strategies in traced inferential reading comprehension processes and thus being able to contrast the results of inferential reading comprehension extracted from standardized tests in 2016 and 2017 from the tests know 5th with strategies of teaching implemented in the fourth and fifth grades of the San Lorenzo de Aburra Educational Institution.
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    Acceso abierto
    Las caras de la lectura informal como otra forma de acceder a la información.
    (2015) Bohórquez Ríos, Édgar; Barreto Pérez, Nancy Janeth; Díaz Plazas, Nohora Ángela; Mahecha Carrillo, Andrea Patricia; Pinilla Meza, Nubia Amparo; Ramírez Jiménez, Mery Adei; Cuevas Silva, Juan María
    Esta investigación tiene por objeto determinar las características de la Lectura informal como forma de acceder al conocimiento fuera del contexto escolar. El problema de investigación nace de la preocupación por los bajos niveles de lectura y comprensión en los educandos, que ha llevado a que en los docentes se generalice la idea de que los estudiantes no quieren leer; sin embargo el grupo de investigación parte de una concepción contraria a la que coloquialmente se tiene, afirmando que los estudiantes si leen, pero no les motiva la lectura que propone la escuela. Por lo que se formuló la pregunta de investigación: ¿cuáles son las características de la lectura informal en los estudiantes de los estratos uno, dos y tres en Bogotá? A partir de esta pregunta se propuso una concepción amplia de la lectura desde la perspectiva transaccional, como ideal del acto lector, para contrastarla con las formas de lectura que los estudiantes desarrollan fueran del contexto escolar; para tal fin se diseñaron instrumentos que indagaron acerca de las actividades en que los estudiantes usan su habilidad para leer fuera de la tutela de la escuela y de esta forma evidenciar que la lectura del libro impreso no es la única forma de acceso al conocimiento. Para dar cuenta de que la televisión, los videos juegos, la publicidad, el internet y la interacción en las redes sociales, también son formas de acceder a la información y de construir sentido.
  • Publicación
    Acceso abierto
    Cognitive predictors of reading comprehension levels using discriminant analysis
    (2009) Canet-Juric, Lorena; Urquijo, Sebastián; Richard`s, María Marta; Burin, Débora
    La comprensión lectora es una habilidad compleja en la cual intervienen distintos procesos cognitivos, como monitoreo, memoria de trabajo, supresión de interferencias y resolución de inferencias. El objetivo de este trabajo es evaluar la capacidad discriminativa de estos procesos, para diferenciar niveles de comprensión lectora, en niños de 8 y 9 años de edad (N = 89) de escuelas de gestión pública y privada, de la ciudad de Mar del Plata, Argentina. Para ello se administraron pruebas específicas para cada uno de los procesos mencionados. Los resultados distinguieron dos funciones discriminantes; la función uno resultó ser la única significativa, permitiendo diferenciar buenos y malos comprendedores. Un buen nivel de comprensión lectora implicó ser eficiente en el uso de habilidades lingüísticas (monitoreo, inferencias, vocabulario) y disponer de habilidades de procesamiento (memoria de trabajo). En contraste, el fallo en habilidades de procesamiento generales, como la memoria fonológica de trabajo o el déficit en la capacidad de referir conceptos (vocabulario), pareció ser característico de los malos comprendedores.
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    Acceso abierto
    La comprensión en el autista
    (Universidad de San Buenaventura - Cali, 2017) Betancourt Loaiza, Arally; López Builes, María Alejandra; Saldaña Duque, Reina
    In the mid-1980s, Autism Spectrum Disorder (ASD) was considered as a psychiatric syndrome that affected different areas of life, such as social interaction and learning of those who had it, hence the autistic child requires direct accompaniment to the teaching and learning processes. Accompaniment that in this case focuses on reading and writing practices, which manage to encourage new postures and meaning of life of these subjects. It focuses on the trends unveiled: 1) Reading comprehension from the eyes of the autistic; 2) the realities of possible worlds, under the eyes of the autistic. In this sense the interest lies in the understanding of the events that emerge from the relational act of the autistic child with reading and writing, in order to recognize the difficulties, that is to say, those situations that do not allow a full development of the communicative processes, Social interaction and expression through reading and writing.
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    Acceso abierto
    La comprensión lectora de obras literarias narrativas en la formación de licenciados en lengua castellana.
    (2019-05-31) Argüello Guzmán, Luis Alfonso; Siciliani Barraza, José María
    El propósito general de esta Tesis es desarrollar la comprensión lectora de obras literarias narrativas para la formación de licenciados en Lengua Castellana a través de la lectura de ocho novelas sobre el conflicto político-militar en Colombia tomando como referentes teóricos las categorías de Imaginación narrativa de Martha Nussbaum, Mundo del texto y mundo del lector de Paul Ricoeur y Encuentro de ámbitos de Alfonso López Quintas.
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    Acceso abierto
    Comprensión lectora en el niño, cuestión de ingenio: Las Tecnologías de la Comunicación y la Información para el fortalecimiento de los procesos de comprensión lectora
    (2012) Tabares Ramírez, Ana María; Garcés Mejía, Diana Isabel; Gómez Ramírez, Yady Viviana; Castellano Ascencio, Milton Daniel
    La comprensión lectora es un proceso que demanda constantemente los intentos por su desarrollo por parte de los maestros, ya que su favorecimiento implica una serie de procesos de pensamiento complejo abarcando la comprensión, el uso y la reflexión sobre las informaciones contenidas en los textos. El presente trabajo tiene como objetivo la implementación y el análisis de una estrategia que favorezca el desarrollo de los niveles literal e inferencial mediada por Las Tic en un proceso de trabajo colaborativo. El estudio realizado sigue un diseño metodológico de tipo hermenéutico en relación con la investigación- acción- participativa. Como resultado de la aplicación del estudio se ha observado el mejoramiento de los procesos de inferencia de los estudiantes y de su capacidad para socializarlas y argumentarlas, con relación a la lectura de diversos textos.
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    Acceso abierto
    Comprensión lectora, una aproximación desde el arte dramático, posibilidades y retos
    (2019-10-23) Bonilla Vargas, Alonso; Herrera Pérez, Oberto Manuel; Alfaro Ponce, Idis
    The present research was designed to analyse the difficulties in the reading understanding process present in the students of grade 6 "5" of the Don Bosco educational institution of Arjona Bolívar, based on the socio-critical paradigm and addressed from the Research Participatory Action (IAP). The study stems from a concern from teaching practice, related to the low levels of reading understanding of grade 6 "5", the absence of reading habits and the disinterest in reading skills that prevented the development of reading skills. This problematic situation is the pretext for starting with them a process where dramatic art was the vehicle and strategy to mobilize the enthusiasm and joy that they generate, the art of representation. Researchers found that dramatic art, in addition to boosting reading understanding and love of reading, has become a hub in which different experiences converge to enrich values, sense of belonging, and an empathy for the popular culture that they are part of.
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    Acceso abierto
    Comprensión lectora: más que un acto académico
    (2019-10-24) Cuadro Moreno, Jacqueline María; Orozco Camacho, Nidia Esther
    Reading comprehension: more than an academic act, it is a research work of qualitative nature, implemented through a type of participatory action research with the educational community of a public institution in the city of Cartagena, under the suggestions of Cisterna (2007); with the aim of resignifying the function of reading, from an academic act to a process of self-formation, centered on its context. It is framed in a socio-critical way of knowing with an interpretative – emancipatory approach, due to its self-reflective nature, where the knowledge that was intended to be built was the product of the ideological criticism of the participants and interested parties. Once the information collection instruments were applied, it was found, according to students and parents surveyed, that reading is practiced mostly within the school, and outside of it limited to written language decoding processes. However, it could be concluded that within the educational community, reading is valued to excel in the future. Within the spaces of socialization and reflection, the reading managed to overcome the barrier of the factors associated with the decoding of the written language and the school environment, to be recognized as a tool of mediation and social formation, where it is necessary to develop comprehension processes to act in its context.
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    Acceso abierto
    La lectura de obras narrativas: un proceso de transformación en los estudiantes de grado séptimo de la Institución Educativa Docente de Turbaco
    (2017-04-06) Mendoza Navarro, Yasmid del Rosario; Marimón Trespalacios, Ernelda; Orozco Camacho, Nidia
    Investigation focuses to show transformations which appear from narrative books reading in seventh grade students at Docente Educative Institution in Turbaco, supported in a social and critical paradigma through an action investigation Of cualitative methodology and a descriptive and interpretative focus. This one appears from the observed difficulties in students in which appear the academic ones such as low reading comprehension, unselfishness and a little. Importance to read narrative books by students and some other aspects in the educative community it was found that reading narrative books help and motivate students to read, besides let them improve their reading comprehension and also writing process likewise it contributes to recognize their world and help them in their social, familiar and personal growth.
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    Acceso abierto
    La lectura en el escenario escolar infantil, una oportunidad para leer con sentido
    (2017-07-15) Coronado Sánchez, Yoisy; Romero Cervantes, Ana Matilde; Herrera Morelo, Gladys
    This thesis addresses the reading process in boys and girls from the preschool and primary levels. The study population ranges between four, five, eight and nine years of age, respectively. The parameters of this research were focused on the search and implementation of pedagogical strategies that allowed to make sense to the processes of reading in the children's school setting and to overcome the reading deficiencies of the mentioned population. The design and methodological definition was guided by the qualitative research, ethnographic, which is based on the interpretative approach, using as participatory observation, survey and individual semistructured interviews as instruments for data collection. The data revealed allowed us to explore and learn the pedagogical discourse from the subjectivities, outlining concepts such as: reading, reading with sense and children's school setting, where they unveil the conceptions or criteria in which the practice of teaching, learning and Evaluation of reading in the children's school setting and how to confront and assume these realities leads us to propose new pedagogical strategies relevant to overcome difficulties in the reading process of these children, as well as more relevant learning and development of Concepts, change of perspectives on the part of the authors as a conclusion of all the way forward in research, relationships and innovations of knowledge realized on the reflection of the pedagogical work that involves the interactions of the subjects that teach and the subjects that learn. In order to address future research on the topic in question, it is recommended to take into account the anchorage that must be weaved between one level of teaching and another, as well as between courses to maintain and enrich the expected results during academic life.
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    Acceso abierto
    Maestros que se arriesgan: prácticas pedagógicas para la comprensión lectora.
    (2015-12) Lancheros Bello, Maria Azucena; Lorduy Altamar, Shirley; García Fresneda, Diana Carmenza; Hernández Herrera, Mauricio; Chacón Pinilla, Ruth Stella
    El objetivo principal de esta investigación es analizar los aspectos que hacen relevantes las experiencias de maestros que desarrollan procesos de comprensión lectora. Inicialmente se rastrearon diferentes experiencias pedagógicas que luego fueron analizadas utilizando el software ATLAS ti, desde donde se logró identificar ocho categorías con sus respectivas subcategorías y así encontrar aquellas estrategias relevantes y significativas utilizadas en las prácticas pedagógicas analizadas.
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    Acceso abierto
    El plan lector, una visión estética dentro del mundo de la lectura
    (2019) Dávila Beleño, Yulieth; Posada Agudelo, Estefanya; Serna Cardona, Yesica Paola; Ramírez Posada, Verónica
    The present research proposes a pedagogical strategy that can change the Liceo Francisco Restrepo Molina and Colegio Parroquial Juan Pablo II students’ perception on Plan Lector and their reading experiences, and that has the aims of promoting lecture habits, improving reading comprehension, and achieving an assertive approach from the student to the world of the words, as they are instruments with which knowledge is acquired. In order to research the students’ relationship with reading, investigative tools were used, like tests, closed-question surveys, focus groups, and a Feria literaria as a pedagogical proposal that, from the aesthetic vision of reading, can change the reason why they do not feel comfortable with the Plan Lector that is proposed by the Ministerio de Educación Nacional (MEN) to the educational institutions. All this, with the objective of improving Pruebas Saber results, reading comprehension, and teachers’ disposition to participate in that plan, which will conclude in the academic improvement of the students, not only in Lengua Castellana, but also in the rest of the subjects. As a conclusión, the fact that the students have the posibility to choose the texts, according to their likes and interests, stimulates the development of the reading habit and the teachers’ disposition to participate more actively in the Plan Lector.
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    Acceso abierto
    La promoción de lectura de literatura clásica como aporte a la capacidad de comprensión del estudiante de grado 11, a través de la narración oral escénica.
    (Universidad de San Buenaventura. Cali, 2019) Valencia Gutiérrez, Kevin David; Barbosa Barbosa, Linda Vanessa; Campiño Almeida, Yessica Alexandra; Chacón Peña, Sergio
    This paper arises from the need to contribute to reading comprehension skills and promote reading in secondary education, after identifying shortcomings in reading comprehension in eleventh grade students. Therefore, it is intended to establish how the promotion of reading of classical literature contributes to the comprehension capacity of the eleventh grade student (11), through stage oral narration. The methodology is qualitative with a dialectical-critical approach that seeks to understand and interpret the reality of the educational community from a holistic perspective, since thought processes allow an approach and a cognitive appropriation of reality. Reason why, a didactic sequence is proposed, so that the students approach the reading of the classic literature and enrich the reading comprehension capacity by means of strategies of the NOE.
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    Acceso abierto
    Tensiones y alcances de los procesos de lectura en la educación básica primaria: un análisis al discurso investigativo en Iberoamérica
    (2019-10-22) Vásquez Murillo, Claudia; Sierra Heredia, Myriam; Soto Morcote, Julián Mauricio
    With the intention of providing valuable information for the educational field, in terms of reading processes in Ibero-America, specifically in primary basic education, for this research work several sources of physical and virtual data were reviewed, obtaining as a result of the documentary tracking a total of (64) sixty-four works, divided as follows: doctoral thesis, masters, undergraduate, scientific articles, books and book chapters; starting from the qualitative approach, based on the interpretive hermeneutic paradigm, with a methodology of critical analysis of the investigative discourse (argumentative), governed by the following questions: What are the tensions and scope of the reading processes in primary school in Latin America? It is concluded that the reading process is fundamental for the personal, historical and social development of humanity, from the first years, it must begin to take shape in the family nucleus and be structured in the school to be able to fulfill its primary function: understanding. The documentary review revealed that just as there is fragmentation around the process of teaching reading, it also exists at the time of research. Educational policies without strong actions in favor of citizens are detrimental to the quality of education xii and it seems contradictory to think of quality education when situational conditions are so unfavorable that they make social inequalities invisible. The didactic proposals such as ICTs put in place during the research processes are important elements for the development of significant reading practices. The investigative discourses are centered on the role of the teacher and the interactions that take place inside the classroom during the teaching process of reading. Traditional pedagogical practices persist, surreptitious of current pedagogical discourses