Estrategias del proceso de la lectura para mejorar la comprensión de cuentos en niños y niñas del IV ciclo de Educación Primaria

• Autor: Fonseca Saldaña, Inés
• Formato: otro
• Fecha de Publicación: 2021
• Institución: Universidad Nacional de Trujillo
• Repositorio: UNITRU-Tesis
• Lenguaje: español
• OAI Identifier: oai:dspace.unitru.edu.pe:20.500.14414/17839
• Enlace del recurso: https://hdl.handle.net/20.500.14414/17839
• Nivel de acceso: acceso abierto
• Materia: Educación primaria; Estrategias de comunicación; Comunicación; Desarrollo de habilidades

the understanding of a story in boys and girls of the IV cycle of primary education", which _x000D_ is specified in the development of a Learning Session, according to the guidelines of the _x000D_ National Curriculum of Basic Education and an active methodological, based on the _x000D_ professional experience achieved as a teacher during the years that I work with students of _x000D_ the primary level, and also as part of a constant professional training, supported by different _x000D_ bibliographic references and other consultation sources, which are very useful in our _x000D_ pedagogical work. The report of the professional pedagogical experience is supported by _x000D_ Teun Van Dijk's theory of the context, who makes mention of the different texts, not only _x000D_ because of their different communicative and social functions that may be presented; but _x000D_ because they have different types of construction. Likewise, the constructivist vision of the _x000D_ cognitive theory of Piaget is considered, who developed the levels of maturation that allow _x000D_ us to develop strategies appropriate to the stage in which the students are. Solé's approach is _x000D_ also considered, which states that it is necessary to manage reading comprehension strategies _x000D_ at all levels at different times: before, during and after reading. However, the aforementioned _x000D_ is complemented by other theories that reflect the concepts, definitions and statements of _x000D_ authors, as well as the pedagogical support to describe, reflect from the pedagogical practice, _x000D_ the methodology, the means, materials, educational, evaluation and others didactic aspects _x000D_ used in teaching practice. _x000D_ Regarding the pedagogical support, the work is concretized in the planning and _x000D_ execution of the learning session, didactic and pedagogical process, where the importance _x000D_ of promoting the development of reading comprehension skills is considered, through _x000D_ strategies and techniques within the framework of social construction of learning from real _x000D_ events.