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 a la docente de 4.º de primaria de la escuela EIB y una guía de entrevista semiestructurada a cinco estudiantes de dicho grado. La información recogida en las entrevistas se organizó en una matriz en Excel y, posteriormente, se analizó mediante la triangulación de las respuestas entre la teoría, las respuestas de la docente y las de 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 a partir de un marco teórico que enfatiza la necesidad de brindar mayores oportunidades de aprendizaje en lectura, así como la enseñanza de las estrategias metacognitivas para mejorar el desempeño en la comprensión lectora de los estudiantes.
The main objective of this thesis was to analyze the metacognitive strategies used by 4th-grade students at an EIB (Intercultural Bilingual Education) school to read narrative texts in Spanish in the district of Tambo, Ayacucho. To achieve this, two research instruments were applied: a structured interview guide for the 4th-grade teacher at the EIB school and a semi-structured interview guide for five students in that grade. The information collected from the interviews was organized in an Excel matrix and then analyzed through the triangulation of the theoretical framework, the teacher’s responses, and the students’ responses. The results showed that students apply some metacognitive strategies during the reading process, but they also face certain difficulties that limit the development and reflection of this process. These results were discussed within a theoretical framework that highlights the need to provide more learning opportunities in reading, as well as to explicitly teach metacognitive strategies to improve students’ reading comprehension performance.
The main objective of this thesis was to analyze the metacognitive strategies used by 4th-grade students at an EIB (Intercultural Bilingual Education) school to read narrative texts in Spanish in the district of Tambo, Ayacucho. To achieve this, two research instruments were applied: a structured interview guide for the 4th-grade teacher at the EIB school and a semi-structured interview guide for five students in that grade. The information collected from the interviews was organized in an Excel matrix and then analyzed through the triangulation of the theoretical framework, the teacher’s responses, and the students’ responses. The results showed that students apply some metacognitive strategies during the reading process, but they also face certain difficulties that limit the development and reflection of this process. These results were discussed within a theoretical framework that highlights the need to provide more learning opportunities in reading, as well as to explicitly teach metacognitive strategies to improve students’ reading comprehension performance.
Descripción
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. https://hdl.handle.net/20.500.12833/2281
