Factores que inciden en la comprensión lectora de los estudiantes de primero de secundaria de la I. E. Gilmer Leiva Cáceres – El Mote, Cajamarca, 2023
Fecha
2024
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Universidad Antonio Ruiz de Montoya
Resumen
La investigación tuvo como objetivo analizar los factores que inciden en la comprensión lectora de los estudiantes de primero de secundaria de la I. E. El Mote - Cajamarca. El estudio fue cualitativo, nivel descriptivo, cuyas técnicas e instrumentos fueron la entrevista y el cuestionario. La población y muestra fueron el docente de comunicación y los estudiantes de primero de secundaria. Los resultados muestran que los estudiantes dominan el nivel literal, acercándose a los siguientes niveles (inferencial y crítico) con ciertas dificultades. Por otro lado, la intención lectora, los saberes previos (factores endógenos), la complejidad del texto, el uso adecuado del celular y la metodología docente (factores exógenos) inciden en su comprensión lectora; mientras que, la motivación, hábito lector, mal uso del celular y contexto familiar no inciden, puesto que son externos a ellos, además, existe escasa cultura lectora en su hogar. Se concluye que, tanto factores endógenos como exógenos inciden en la comprensión lectora de los estudiantes, enfatizando los que se dan en el contexto institucional; mientras que, los del contexto familiar no presentan mucha incidencia. Además, el uso del celular incide en su comprensión lectora según el uso que se le dé.
The objective of the research was to analyze the factors that affect the reading comprehension of first-year secondary school students at the I. E. El Mote - Cajamarca. The study was qualitative, descriptive level, whose techniques and instruments were the interview and the questionnaire. The population and sample were the communication teacher and first-year high school students. The results show that students master the literal level, approaching the following levels (inferential and critical) with certain difficulties. On the other hand, reading intention, prior knowledge (endogenous factors), the complexity of the text, the appropriate use of the cell phone and the teaching methodology (exogenous factors) influence their reading comprehension; while motivation, reading habit, misuse of cell phones and family context do not affect, since they are external to them, in addition, there is little reading culture in their home. It is concluded that both endogenous and exogenous factors affect students' reading comprehension, emphasizing those that occur in the institutional context, while those from the family context do not present much incidence. Furthermore, the use of the cell phone affects their reading comprehension depending on how it is used.
The objective of the research was to analyze the factors that affect the reading comprehension of first-year secondary school students at the I. E. El Mote - Cajamarca. The study was qualitative, descriptive level, whose techniques and instruments were the interview and the questionnaire. The population and sample were the communication teacher and first-year high school students. The results show that students master the literal level, approaching the following levels (inferential and critical) with certain difficulties. On the other hand, reading intention, prior knowledge (endogenous factors), the complexity of the text, the appropriate use of the cell phone and the teaching methodology (exogenous factors) influence their reading comprehension; while motivation, reading habit, misuse of cell phones and family context do not affect, since they are external to them, in addition, there is little reading culture in their home. It is concluded that both endogenous and exogenous factors affect students' reading comprehension, emphasizing those that occur in the institutional context, while those from the family context do not present much incidence. Furthermore, the use of the cell phone affects their reading comprehension depending on how it is used.
Descripción
Palabras clave
Comprensión de Lectura, Enseñanza de la lectura, Animación de la lectura, Educación básica secundaria, Cajamarca (Perú : Departamento), Educación
Citación
Mendoza, J. (2024). Factores que inciden en la comprensión lectora de los estudiantes de primero de secundaria de la I. E. Gilmer Leiva Cáceres – El Mote, Cajamarca, 2023 [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2672