Reading comprehension and the development of critical thinking in primary education students

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The purpose of this research was to analyze the relationship between reading comprehension and critical thinking among second-grade primary school students at a national educational institution. To this end, a balanced design was used, with a quantitative research approach and a hypothetical-deducti...

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Detalles Bibliográficos
Autores: Mendoza Gonzales, Marita Esperanza, Mendoza Gonzales, Rosmery, Eusebio Alfaro, Edilberto
Formato: artículo
Fecha de Publicación:2025
Institución:Instituto Internacional de Gobierno
Repositorio:Igobernanza
Lenguaje:español
OAI Identifier:oai:ojs.pkp.sfu.ca:article/409
Enlace del recurso:https://www.igobernanza.org/index.php/IGOB/article/view/409
Nivel de acceso:acceso abierto
Materia:Comprensión lectora
pensamiento crítico
comprensión literal
comprensión inferencial
Reading comprehension
critical thinking
literal comprehension
inferential comprehension
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spelling Reading comprehension and the development of critical thinking in primary education studentsLa comprensión lectora y el desarrollo del pensamiento crítico en estudiantes de educación primariaMendoza Gonzales, Marita Esperanza Mendoza Gonzales, Rosmery Eusebio Alfaro, Edilberto Comprensión lectorapensamiento críticocomprensión literalcomprensión inferencialReading comprehensioncritical thinkingliteral comprehensioninferential comprehensionThe purpose of this research was to analyze the relationship between reading comprehension and critical thinking among second-grade primary school students at a national educational institution. To this end, a balanced design was used, with a quantitative research approach and a hypothetical-deductive methodology. Two questionnaires on the variable(s) were administered to 91 students at Educational Institution No. 259, located in the Lurinchincha Population Center, Chincha Baja District, in 2024. The results revealed a positive classification of 0.62, obtained with Spearman's Rho coefficient, with a two-tailed significance level of 0.000. The descriptive analysis showed high levels in both competencies. It was concluded that the greater the development of reading comprehension, the higher the level of critical thinking, demonstrating that both skills are directly related in the context studied.El presente trabajo de investigación tuvo como finalidad analizar la relación que existe entre la comprensión lectora y el pensamiento crítico de los estudiantes del segundo grado de educación primaria de una institución educativa nacional. Para este fin se utilizó un diseño de correlación, con enfoque de la investigación cuantitativa y una metodología tipo hipotético-deductiva. Se aplicaron dos cuestionarios sobre la(s) variable(s) a un número de 91 estudiantes de la institución educativa N.º 259, que está ubicada en el Centro Poblado Lurinchincha, distrito de Chincha Baja, en el año 2024. Los resultados permitieron evidenciar una correlación positiva de 0.62, obtenida con el coeficiente Rho de Spearman, presentando un nivel de significancia bilateral de 0.000. El análisis descriptivo mostró niveles altos en ambas competencias. Se llegó a la conclusión de que, a mayor desarrollo de la comprensión lectora, mayor es también el nivel de pensamiento crítico, lo que evidencia que ambas habilidades están relacionadas directamente en el contexto estudiado.INSTITUTO INTERNACIONAL DE GOBIERNO (IGOB)2025-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.igobernanza.org/index.php/IGOB/article/view/409IGOBERNANZA; Vol. 8 Núm. 30 (2025): Cambio climático y calidad educativa; 52-732617-619X10.47865/igob.vol8.n30.2025reponame:Igobernanzainstname:Instituto Internacional de Gobiernoinstacron:IGOBspahttps://www.igobernanza.org/index.php/IGOB/article/view/409/864https://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/4092025-07-01T00:36:22Z
dc.title.none.fl_str_mv Reading comprehension and the development of critical thinking in primary education students
La comprensión lectora y el desarrollo del pensamiento crítico en estudiantes de educación primaria
title Reading comprehension and the development of critical thinking in primary education students
spellingShingle Reading comprehension and the development of critical thinking in primary education students
Mendoza Gonzales, Marita Esperanza
Comprensión lectora
pensamiento crítico
comprensión literal
comprensión inferencial
Reading comprehension
critical thinking
literal comprehension
inferential comprehension
title_short Reading comprehension and the development of critical thinking in primary education students
title_full Reading comprehension and the development of critical thinking in primary education students
title_fullStr Reading comprehension and the development of critical thinking in primary education students
title_full_unstemmed Reading comprehension and the development of critical thinking in primary education students
title_sort Reading comprehension and the development of critical thinking in primary education students
dc.creator.none.fl_str_mv Mendoza Gonzales, Marita Esperanza
Mendoza Gonzales, Rosmery
Eusebio Alfaro, Edilberto
author Mendoza Gonzales, Marita Esperanza
author_facet Mendoza Gonzales, Marita Esperanza
Mendoza Gonzales, Rosmery
Eusebio Alfaro, Edilberto
author_role author
author2 Mendoza Gonzales, Rosmery
Eusebio Alfaro, Edilberto
author2_role author
author
dc.subject.none.fl_str_mv Comprensión lectora
pensamiento crítico
comprensión literal
comprensión inferencial
Reading comprehension
critical thinking
literal comprehension
inferential comprehension
topic Comprensión lectora
pensamiento crítico
comprensión literal
comprensión inferencial
Reading comprehension
critical thinking
literal comprehension
inferential comprehension
description The purpose of this research was to analyze the relationship between reading comprehension and critical thinking among second-grade primary school students at a national educational institution. To this end, a balanced design was used, with a quantitative research approach and a hypothetical-deductive methodology. Two questionnaires on the variable(s) were administered to 91 students at Educational Institution No. 259, located in the Lurinchincha Population Center, Chincha Baja District, in 2024. The results revealed a positive classification of 0.62, obtained with Spearman's Rho coefficient, with a two-tailed significance level of 0.000. The descriptive analysis showed high levels in both competencies. It was concluded that the greater the development of reading comprehension, the higher the level of critical thinking, demonstrating that both skills are directly related in the context studied.
publishDate 2025
dc.date.none.fl_str_mv 2025-06-30
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://www.igobernanza.org/index.php/IGOB/article/view/409
url https://www.igobernanza.org/index.php/IGOB/article/view/409
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.igobernanza.org/index.php/IGOB/article/view/409/864
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INSTITUTO INTERNACIONAL DE GOBIERNO (IGOB)
publisher.none.fl_str_mv INSTITUTO INTERNACIONAL DE GOBIERNO (IGOB)
dc.source.none.fl_str_mv IGOBERNANZA; Vol. 8 Núm. 30 (2025): Cambio climático y calidad educativa; 52-73
2617-619X
10.47865/igob.vol8.n30.2025
reponame:Igobernanza
instname:Instituto Internacional de Gobierno
instacron:IGOB
instname_str Instituto Internacional de Gobierno
instacron_str IGOB
institution IGOB
reponame_str Igobernanza
collection Igobernanza
repository.name.fl_str_mv
repository.mail.fl_str_mv
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Reading comprehension and the development of critical thinking in primary education students
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