Uso de estrategias metacognitivas para leer textos narrativos en castellano por los estudiantes de 4° de primaria de una escuela EIB
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
La presente tesis tuvo por objetivo principal, analizar las estrategias metacognitivas que utilizan los estudiantes de 4. ° de primaria de una escuela EIB para leer textos narrativos en castellano en el distrito de Tambo, región Ayacucho. Para ello, se aplicaron dos instrumentos de investigación: una guía de entrevista estructurada para la docente de 4.º de primaria de una escuela EIB, y una guía de entrevista semiestructurada a cinco estudiantes de dicho grado. Se organizó una matriz en Excel con la información recogida en las entrevistas y, luego, se analizó dicha información a través de la triangulación de las respuestas entre la teoría, las respuestas de la docente y las dadas por los estudiantes.
Los resultados obtenidos mostraron que los estudiantes aplican algunas estrategias metacognitivas durante el proceso lector, pero presentan ciertas dificultades que limitan el desarrollo y la reflexión de este proceso. Estos resultados se discutieron en base a un marco teórico que enfatiza la necesidad de brindar mayores oportunidades de aprendizaje en lectura, así como, la enseñanza de las estrategias metacognitivas para el éxito en el desempeño de la comprensión lectura de los estudiantes.
The main objective of this thesis was to analyze the metacognitive strategies for reading narrative texts in Spanish, used by 4th grade students of an EIB school for reading narrative texts in Spanish in the district of Tambo, Ayacucho. To do this, two research instruments were applied: a structured interview guide to the 4th grade teacher of an EIB school and a semi-structured interview guide to five students of that grade. An Excel matrix was organized with the information collected in the interviews and, later, this information was analyzed through the triangulation of the answers between the theory, the teacher's answers and those given by the students. The results obtained showed that students apply some metacognitive strategies during the reading process, but they present certain difficulties that limit the development and reflection of this process. These results were discussed based on a theoretical framework that emphasizes the need to provide greater learning opportunities in reading, as well as the teaching of metacognitive strategies for the success in the performance of students' reading comprehension.
The main objective of this thesis was to analyze the metacognitive strategies for reading narrative texts in Spanish, used by 4th grade students of an EIB school for reading narrative texts in Spanish in the district of Tambo, Ayacucho. To do this, two research instruments were applied: a structured interview guide to the 4th grade teacher of an EIB school and a semi-structured interview guide to five students of that grade. An Excel matrix was organized with the information collected in the interviews and, later, this information was analyzed through the triangulation of the answers between the theory, the teacher's answers and those given by the students. The results obtained showed that students apply some metacognitive strategies during the reading process, but they present certain difficulties that limit the development and reflection of this process. These results were discussed based on a theoretical framework that emphasizes the need to provide greater learning opportunities in reading, as well as the teaching of metacognitive strategies for the success in the performance of students' reading comprehension.
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Palabras clave
Metacognición, Estrategias de enseñanza y aprendizaje, Comprensión de lectura, Educación
Citación
Medina, Y. (2021). Uso de estrategias metacognitivas para leer textos narrativos en castellano por los estudiantes de 4° de primaria de una escuela EIB [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2281