Intertextualidad como estrategia para mejorar la comprensión de textos escritos en estudiantes de sexto grado de la Institución Educativa 61015 La Inmaculada Punchana 2022

• Autores: Vento Hidalgo, Zoraida, Meléndez Rodríguez, Ana
• 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:20.500.12737/10250
• Enlace del recurso: https://hdl.handle.net/20.500.12737/10250
• Nivel de acceso: acceso abierto
• Materia: Comprensión lectora; Intertextualidad; Método de enseñanza; Estudiante de primaria; Escuelas públicas; https://purl.org/pe-repo/ocde/ford#5.03.01

The main question of the research is formulated: What is the effect of intertextuality as a strategy to improve the comprehension of written texts in the sixth-grade students of Primary Education of the Educational Institution 61015 La Inmaculada Punchana 2022? and the main objective to evaluate the effect of the intertextuality program as a strategy to improve the comprehension of written texts in the students of the sixth grade of primary education of the Educational Institution. The design has been field, longitudinal, univariate and quasi-experimental with a control group, the type of evaluative research. The population was 60 students and the sample of 30 to whom, through the survey technique, a performance test was applied before and after the application of the program, the test as a data collection instrument was validated by expert judgment. Conclusion: The comparison of the averages in comprehension of written texts and in the dimensions of literal comprehension, inferential comprehension and critical comprehension in the students of the experimental group carried out with the non-parametric MannWhitney U rank test used in independent samples. , were significant (p_value < 0.05) for the comprehension of written texts of Uc = 7,000, p_value = 0,000, for the literal comprehension of Uc = 7,500, p_value = 0,000, the inferential comprehension of Uc = 15,500, p_value = 0.000 and the critical comprehension of Uc = 18,000 p_value = 0.000, which shows that the intertextuality educational program is effective in the comprehension of written texts and consequently also in its dimensions of literal comprehension, inferential comprehension and critical comprehension.