Teorías bases de la compresión lectora y sus niveles: influencia en conceptos oficiales del MINEDU para la educación secundaria
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
La comprensión lectora es un tema crucial en países que resultaron últimos en exámenes estandarizados. En Perú, respecto a la comprensión lectora, se propuso cambiar los resultados desfavorecedores de los estudiantes emprendiendo el diseño de capacidades según exámenes internacionales. Sin embargo, para dominar la comprensión lectora y sus niveles, primero se debe conocer los conceptos y teorías relacionados con la misma. El objetivo de esta investigación es identificar las principales teorías sobre la comprensión lectora y sus niveles, que serían las bases teóricas de las conceptualizaciones oficiales del Ministerio de Educación del Perú (MINEDU) para la educación secundaria. Se realizó una revisión de literatura mediante una búsqueda de artículos académicos, seleccionando un corpus de cuatro fuentes primarias que permitieron conocer tendencias en documentos que trataron conceptos de la comprensión lectora y sus niveles. De los corpus examinados, se reconocen dos tipos teóricos del siglo XX: el interactivo y el constructivo. Para identificar si estas teorías de la comprensión están presentes en las conceptualizaciones del MINEDU, se revisaron conceptos de comprensión lectora y sus niveles en documentos oficiales para la educación secundaria, encontrando que estos conceptos tienden a estar en línea con las teorías analizadas en las fuentes primarias.
Reading comprehension is a crucial issue in countries that scored last on standardized tests. In Peru, regarding reading comprehension, it was proposed to change the unfavorable results of students by undertaking the design of capacities according to international exams. However, to master reading comprehension and its levels, one must first understand the concepts and theories related to it. The objective of this research is to identify the main theories on reading comprehension and their levels, which would form the theoretical bases of the official conceptualizations of the Ministry of Education of Peru (MINEDU) for secondary education. A literature review was carried out through a search for academic articles, selecting a corpus of four primary sources that allowed the identification of trends in documents dealing with concepts of reading comprehension and its levels. From the examined corpus, two theoretical types of the 20th century are recognized: the interactive and the constructive. To identify whether these theories of comprehension are present in MINEDU's conceptualizations, concepts of reading comprehension and its levels in official documents for secondary education were reviewed, finding that these concepts tend to align with the theories analyzed in the primary sources.
Reading comprehension is a crucial issue in countries that scored last on standardized tests. In Peru, regarding reading comprehension, it was proposed to change the unfavorable results of students by undertaking the design of capacities according to international exams. However, to master reading comprehension and its levels, one must first understand the concepts and theories related to it. The objective of this research is to identify the main theories on reading comprehension and their levels, which would form the theoretical bases of the official conceptualizations of the Ministry of Education of Peru (MINEDU) for secondary education. A literature review was carried out through a search for academic articles, selecting a corpus of four primary sources that allowed the identification of trends in documents dealing with concepts of reading comprehension and its levels. From the examined corpus, two theoretical types of the 20th century are recognized: the interactive and the constructive. To identify whether these theories of comprehension are present in MINEDU's conceptualizations, concepts of reading comprehension and its levels in official documents for secondary education were reviewed, finding that these concepts tend to align with the theories analyzed in the primary sources.
Descripción
Palabras clave
Comprensión de lectura, Educación básica secundaria, Ministerio de Educación, Perú
Citación
Colorado, S. (2020). Teorías bases de la compresión lectora y sus niveles: influencia en conceptos oficiales del MINEDU [Trabajo de investigación de bachillerato, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional. https://hdl.handle.net/20.500.12833/2251
