Estrategias educativas de lectura para mejorar los niveles de comprensión lectora de los alumnos del 3° grado del nivel primario en la Institución Educativa Ruy Guzmán Hidalgo 2020

• Autor: Perdomo Rodriguez, Maria Luisa
• Formato: tesis de maestría
• Fecha de Publicación: 2024
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/10499
• Enlace del recurso: https://hdl.handle.net/20.500.12737/10499
• Nivel de acceso: acceso abierto
• Materia: Comprensión lectora; Estrategias educativas; Lectura; Estudiante de primaria; https://purl.org/pe-repo/ocde/ford#5.03.01

Improving reading comprehension via the adoption of instructional reading methods is the goal of this explanatory research with a quasi-experimental design in third graders at the primary level. An investigation on the efficacy of instructional reading practices in enhancing third-grade primary school pupils' reading comprehension at the Ruy Guzmán Hidalgo Educational Institution in 2020. Therefore, the sample selection is 30 in a single experimental group. The findings show that in the pretest of the experimental group, 56.7% of the children showed some reading comprehension, 33.7% demonstrated some progress, and 10.0% achieved proficiency. In the experimental group, 6.7% of the students showed some reading comprehension at the beginning of the test, 33.3% were in process, and 60.0% had achieved reading comprehension ability, according to subsequent results. to the test. By comparing the results of the pre- and post-tests administered to the sample of students, we were able to find evidence supporting the null hypothesis. As a result, we can say that 60% (18 students) reached the achieved level of reading comprehension after implementing the educational strategies program. This finding indicates a highly significant relationship, suggesting that the program helped improve students' reading comprehension.