Estrategias para promover la lectura en los estudiantes del III ciclo de primaria con el apoyo de los padres de familia

• Autor: Huamán Arone, Cirila
• Formato: otro
• Fecha de Publicación: 2023
• Institución: Universidad Nacional de Trujillo
• Repositorio: UNITRU-Tesis
• Lenguaje: español
• OAI Identifier: oai:dspace.unitru.edu.pe:20.500.14414/16275
• Enlace del recurso: https://hdl.handle.net/20.500.14414/16275
• Nivel de acceso: acceso abierto
• Materia: Estrategia; Educación Primaria; Enseñanza

The Professional Sufficiency Work has the title: "Strategies to promote reading in students of the III primary cycle with the support of parents", which materializes in the planning and execution of a variety of Learning Sessions._x000D_ In relation to the development of strategies to promote reading, it consisted of involving parents in the educational process, this initiative was given because as we know "all learning is more significant when you touch the heart of a child" and as such, we know that the first emotional connection children have is with their parents. In this sense, the strategy called "The hour of reading in the classroom": it consisted in that every day we have a star assistant (classroom child according to list order), who is in charge of various activities during the day and mainly directing the reading aloud for their classmates, for this there is prior preparation as the child must take the book to read the day before._x000D_ Similarly, the strategy. "The reading corner": it is perhaps one of the most important sectors of the classroom, because there we have books according to the reading level of each child-Differentiated attention, each child has the opportunity to read a different book every day. On the other hand, the strategy "The time when the teacher reads to us": it consisted in the fact that the teacher conducts reading sessions in "Voice Loud" very frequently so that later it is the children themselves who then direct the reading aloud, this moment is one of the most Motivators for children because they learn to know without pressure._x000D_ Also the strategy. "Reading aloud": it was applied and consisted of the following, when the star assistant directs the reading aloud, she needs to prepare herself and read fluently so that her classmates can understand it, since it depends on what fluency read so that your classmates answer your questions, this strategy is carried out every day, and all children direct the reading at some point which allows them to read with enough fluency._x000D_ The strategy. "Reading a number of words per minute": they gave good results, this strategy was worked with special cards that present 14 levels, that is, in each level the child must read 60 words in two minutes, the detail of these words is that The intensity also increases per level. The first levels present words with two syllables, three syllables, then interlocking words and finally long words. The strategy. "Reading with parents in the classroom": consisted in the fact that, to further energize the class sessions, the participation of the parents was requested who performed the reading for the children, according to the date that corresponded to them._x000D_ x_x000D_ For this reason, after the implementation of the aforementioned strategies, the taste for reading and the desire to read a book for pleasure awoke in the children, this was evidenced by observing that the students of the third cycle began to take a text without someone ask. Likewise, the testimonies of the parents confirmed the success of the implemented strategies, stating that their children increasingly asked questions regarding texts, despite the fact that some did not maintain very active communication with their families. Finally. The pedagogical use of educational materials played a very important role in the activities for understanding.