The purpose of this paper is to demonstrate the relation between the semantic command andreading comprehension in students from the Education Faculty of Universidad Nacional FedericoVillarreal from Lima. The research done on a sample of 70 people to whom two instrumentswere provided: a questionnaire that measures the semantic command (Nuñez, 2012) in thefollowing fields: vocabulary in context (nouns, adjectives and verbs); synonyms in context (nouns,adjectives and verbs); antonyms (nouns, adjectives and verbs); paronyms (nouns, adjectivesand verbs); homonyms (nouns, adjectives and verbs); hyperonyms and hyponyms (nouns andverbs); linkers (conjunctions and connectors). It is valid and reliable in 0,891 and there is also areading comprehension test (Tapia, 2012). It consists of 10 pieces of reading, divided in threedimensions: Literal (Information about facts, definition of meanings); Inf...

The purpose of this paper is to demonstrate the relation between the semantic command andreading comprehension in students from the Education Faculty of Universidad Nacional FedericoVillarreal from Lima. The research done on a sample of 70 people to whom two instrumentswere provided: a questionnaire that measures the semantic command (Nuñez, 2012) in thefollowing fields: vocabulary in context (nouns, adjectives and verbs); synonyms in context (nouns,adjectives and verbs); antonyms (nouns, adjectives and verbs); paronyms (nouns, adjectivesand verbs); homonyms (nouns, adjectives and verbs); hyperonyms and hyponyms (nouns andverbs); linkers (conjunctions and connectors). It is valid and reliable in 0,891 and there is also areading comprehension test (Tapia, 2012). It consists of 10 pieces of reading, divided in threedimensions: Literal (Information about facts, definition of meanings); Inf...

Determina la relación existente entre el dominio semántico y la comprensión lectora en los estudiantes de la especialidad Lengua y Literatura de la Facultad de Educación de la Universidad Nacional Federico Villarreal. Es una investigación de tipo básico, en razón que los resultados van a enriquecer el conocimiento científico y las teorías respecto a la naturaleza del estudio. Es de nivel descriptivo y asume el diseño correlacional en vista que establece una relación entre las dos variables de estudio. La variable dominio semántico aborda las dimensiones: vocabulario en contexto, sinónimos en contexto, antónimos, parónimos, homónimos, hioperónimos e hipónimos y marcadores textuales, presenta un total de 50 ítems. La variable comprensión lectora aborda las dimensiones: nivel Literal, nivel Inferencial y nivel Criterial, presenta un total de 47 ítems. Ambos instrumentos...