Examinando por Materia "Comprensión del texto"
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- PublicaciónAcceso abiertoActitudes acerca de la educación inclusiva en profesores de primaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Ruiz De Garavito, Rosa Irene; Robles Mori, HerbertLa presente investigación tiene como propósito establecer las actitudes que presentan los profesores de Educación Básica Regular acerca de la educación inclusiva. El estudio de la investigación es enmarcado dentro del paradigma cualitativo, desarrollándose bajo una metodología descriptiva simple, con un diseño no experimental. La población esta conformada por los profesores del nivel primario de una Institución Educativa del Callao. La muestra para fines operativos es de 20 profesores de ambos sexos. Para la recolección de los datos se diseña un cuestionario conformado por 60 preguntas, con Escala de Lickert propuesta por Damm (2005) y adaptada a nuestra realidad peruana. La confiabilidad de los instrumentos obtiene un coeficiente de Alfa de Cronbach de 0,880. El análisis de datos se realiza mediante cálculos de medias y desviaciones estándar. Los resultados obtenidos revelan que los profesores poseen un nivel alto favorable, en cuanto a la actitud cognitiva, es decir que presentan una aceptación favorable frente a la educación inclusiva.
- PublicaciónAcceso abiertoComprensión lectora de textos científicos y rendimiento escolar en ciencia, tecnología y ambiente en estudiantes de 2do año de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Arroyo Montes, Carlos Javier; Álvarez Taco, Carmen LeniThe purpose of the research is to find the relation between the reading comprehension of the scientific texts and the school performance in science technology and environment in students of 2nd year of public high school of Callao’s Region. The sample is formed by 94 students of both sexes; they were evaluated across the test applied in the International Program of Students' Evaluation constituted by six fragments of scientific texts in the science area. The sample type is no probabilistic of correlational design. Finally, the results allow demostrate the teacher’s labor for initiating to the students in the field of the investigation and the usefulness of the scientific texts to the process of education learning.
- PublicaciónAcceso abiertoComprensión lectora en alumnos de 6° grado de instituciones educativas estatales del distrito del Callao(Universidad San Ignacio de Loyola, 2012) Rojas Guevara, Martha Lucía; Matalinares, María LuisaThe research aims to describe the level of reading comprehension of sixth grade students from Callao stales institutions. We used a simple descriptive design, evaluating a probabilistic sample available of 128 children, aged 10 to 12 years from 3 schools. Were evaluated with reading comprehension test ACL 6 created by Catalá Catalá Monclús and Molina (2001) adapted by Ortega and Ramirez (2009). The study concluded that students show low performance in reading comprehension Also the results found in each literal dimensions, reorganizacional, inferential and criterial was low.
- PublicaciónAcceso abiertoComprensión lectora en alumnos de primero de secundaria de una institución educativa del Callao según su procedencia escolar(Universidad San Ignacio de Loyola, 2012) Ordiales Abad, Genoveva Sonia; Bustamante Guerrero, Gilberto IndalecioThis descriptive – comparative study aims to compare the levels of reading comprehension of the first year high school students of a public school of region Callao to another group formed by students of public and school private school. The study was done with a sample of 240 students (106 from the same institution, and 134 from others institutions) from both genders whose ages were 11 and 12 years old. The test Comprensión Lectora ACL 6 proposed by Catalá (2001) and adapted for our city by Ortega and Ramirez (2009), was applied to the students of the sample showing validity and reliability. The study proved that there were significant differences between the two groups related to reading comprehension; however, there were no differences in making inferences, showing a higher performance the group the students from other educational institutions.
- PublicaciónAcceso abiertoComprensión lectora en alumnos de sexto grado que usa el software JCLIC y otra que no lo usa(Universidad San Ignacio de Loyola, 2010) Rojas Dalguerri, SoniaEsta investigación trata de un estudio realizado sobre los niveles de comprensión lectora en alumnos del sexto grado de primaria de una institución educativa estatal que usa el software Jclic como una estrategia para la mejora de la comprensión lectora comparado con otro grupo que no lo usa. Este software está conformado por un conjunto de actividades educativas multimedia como crucigramas, sopa de letras, ejercicios de texto y otros. La muestra estuvo conformada por 88 niños y niñas entre 11 y 12 años de edad. Se empleó el diseño descriptivo comparativo. Se aplicó como instrumento de medición la prueba de comprensión lectora ACL-6 de Catalá G., Catalá M., Morena E. y Monclús R. (2001). Adaptado por Ortega y Ramírez (2009). Los resultados indican que los alumnos que usan el Jclic tienen un nivel alto de comprensión lectora frente a los alumnos que no lo usan. Se concluye que si existe diferencias de comprensión lectora entre ambos grupos.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes (sexto grado - primaria) según género en una institución educativa del distrito de Ventanilla(Universidad San Ignacio de Loyola, 2010) Ortega Murga, Óscar Jesús; Meza Borja, Juan AnibalThe research aimed to determine and compare the levels of reading comprehension regarding gender. The sample consisted of 40 sixth grade elementary students from a public school in Ventanilla District. The test of reading comprehension ACL 6º (Catalá et. al. 2001) adapted (Ortega and Ramirez, 2009) was applied. The results showed that 52.6 % of the girls and 66.7% of the boys reached a low level while 42.1 % of the girls and 23.8 % of the boys reached the average level. The high level was only reached by 5.3 % of the girls and 9.5 % of the boys. The data show the low academic performance in reading comprehension in the evaluated students. It also shows there were not are significant relationship in levels of reading comprehension regarding gender.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de 4° grado de primaria de asentamientos humanos y zona urbana - Red N° 9 Callao(Universidad San Ignacio de Loyola, 2011) Mendoza Valdivia, Lina; Muñoz Salazar, José ManuelThe research objective is to compare and differences between students reading comprehension in grade 4 of elementary school , in urban areas and schools in less developed areas Such as the group number 09 of Callao, also considering age and sexes. The comparative descriptive study of reading comprehension in two groups of students establishing common and differential characteristics of each. We used the Linguistic Complexity Progressive Reading Comprehension Test (CLP Grade 4 - form A). Collectively applied. Non-probability sample comprised of 315 intentional students. As a result it was found that there are significant differences in reading comprehension between grade 4 students from urban and schools in less developed areas. Considering the variable sexes differences were observed in women who were rated high. In the age variable, 9-year students have higher scores. It was evident that most students only perform less complex reading comprehension.The research objective is to compare and differences between students reading comprehension in grade 4 of elementary school , in urban areas and schools in less developed areas Such as the group number 09 of Callao, also considering age and sexes. The comparative descriptive study of reading comprehension in two groups of students establishing common and differential characteristics of each. We used the Linguistic Complexity Progressive Reading Comprehension Test (CLP Grade 4 - form A). Collectively applied. Non-probability sample comprised of 315 intentional students. As a result it was found that there are significant differences in reading comprehension between grade 4 students from urban and schools in less developed areas. Considering the variable sexes differences were observed in women who were rated high. In the age variable, 9-year students have higher scores. It was evident that most students only perform less complex reading comprehension.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de aulas inclusivas y no inclusivas del quinto grado de primaria del Callao(Universidad San Ignacio de Loyola, 2010) Mateu Aylas, María Ernestina; Robles Mori, HerbertThe propose of the present research was to know if significant differences exist in the reading comprehension between students of inclusive and not inclusive classrooms of the Callao. I worked with two independent samples not probabilístics of 74 students each one, of 5 ° of primary, of both sex, which ages fluctuate between 10 to 12 years. The method used was the Descriptive one in a comparative Design, information has being gathered by the Test ACL proposed by Catalá (2001) and adapted by the author of the present investigation (2010) .To carry out the analysis of Validity and Hope, the information being processed with SPSS17 version in Spanish. The findings showed that doesn’t exist significant differences between the total punctuations of reading comprehension in both samples. Nevertheless in the criterial level the inclusive group to get to the top, statistically significant punctuation to the not inclusive group.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de cuarto de primaria de La Perla Alta y Perla Baja del Callao(Universidad San Ignacio de Loyola, 2011) Díaz Ricalde, Luisa Margarita; Muñoz Salazar, José ManuelThe present investigation´s purpose is to determine and compare the reading comprenhension in students of fourth grade from La Perla Alta and La Perla Baja districts. A sample of 95 and 101 students was considered from each school respectively. The type of design used was random probabilistic, descriptive, comparative with ages between 9 and 12 years. The test used was extend of the reading comprehension for fourth grade ACL 4, which considers the following dimensions: literal, reorganizative, inferential and critical. The principal results were that it exists a difference in reading comprehension in students of La Perla Alta y La Perla Baja districts in literally and inferential aspects and there is no difference in reorganizative and critical aspects. As additional information there was not a significants differences in reading comprehension between males and females students.
- PublicaciónAcceso abiertoLa comprensión lectora en estudiantes de educación primaria en Perú(Universidad Nacional de Mar del Plata, 2016-10) Rojas Cáceres, Margarita; Cruzata Martinez, AlejandroEl artículo presenta los principales resultados de una investigación que estudió el desarrollo de la comprensión lectora en estudiantes de Educación Primaria. La muestra es intencionada de dos docentes y doce estudiantes, mediante la entrevista semiestructurada, guía de observación y prueba de comprensión lectora. Las docentes trabajan de manera empírica, trabajan con modelos tradicionales que inciden en bajos niveles de comprensión lectora de los estudiantes. Los resultados evidencian que las estrategias empleadas por los docentes no favorecen la comprensión lectora de los estudiantes, no siguen una secuencia de actividades planificadas y no ponen en práctica actividades para el antes, durante y el después de la lectura. Metodológicamente, la investigación consideró el paradigma interpretativo, con enfoque cualitativo por ser flexible y emergente con carácter educacional. Como contribución a la solución de las dificultades identificadas se propone una estrategia didáctica con fundamentos pedagógicos y curriculares desde la perspectiva cognitiva, comunicativa e interactiva que permita dirigir el proceso de enseñanza y aprendizaje de la compresión lectora de una manera creativa e innovadora.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de primero de secundaria del Callao con y sin trastorno por déficit de atención con hiperactividad(Universidad San Ignacio de Loyola, 2010) García Regalado, Graciela; Meza Borja, Juan AnibalThis research attempted to compare the levels of reading comprehension in students with and without Attention-Deficit Hyperactivity Disorder (ADHD). The study is descriptive comparative, with a total sample of 44 students (22 with ADHD and 22 without ADHD) between men and women, aged between 12 and 14 years, first grade of secondary in three public educational institutions in Callao. We used the alignment of EDAH scale by Farré and Narbona (2000) to identify the sample and the Reading Comprehension test by Tapia (1982), both instruments adapted to Lima. The scores showed differences statistically significant in reading comprehension between these two groups, for students without ADHD, It means that students without ADHD showed higher levels of reading comprehension than the students affected by that disorder.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de primero de secundaria del Callao con y sin Trastorno por Déficit de atención con Hiperactividad [Archivo de datos](Universidad San Ignacio de Loyola, 2010) García Regalado, GracielaLa matriz de datos incluye las siguientes variables: Estudiante, Edad, Sexo, Características, Clasificación, Análisis - Síntesis, Inferencia Lógica, Total y 38 ítems.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de sexto de primaria y nivel de instrucción de las madres de IIEE de Ventanilla(Universidad San Ignacio de Loyola, 2010) Marcelo Risco, Petronila; Velarde Consoli, Esther MarizaThe study aimed to determine whether there is an association in the levels of reading comprehension and the educational level of mothers. The descriptive design used was correlational, non-probabilistic, the sample consisted of 114 students of sixth grade primary of a low socioeconomic stratum from educational institutions outside Ventanilla. The instrument used was the test for evaluation of the reading comprehension ACL 6º (Catalá G., Catalá M., Molina E. y Monclús R., 2001) adapted by Ortega and Ramirez (2009). The results showed that the association between the level of reading comprehension reorganization and the level of education of the mother Chi Square = 0.015 is less than p_valor = 0.05.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de sexto grado de primaria, según género y tipo de institución educativa: Ventanilla - Callao(Universidad San Ignacio de Loyola, 2010) Rivadeneira Bran de Laureano, Leonor; Meza Borja, Juan AnibalComparative descriptive research on reading comprehension in elementary students, in relation to gender and type of school. The sample consisted of 110 students (55 girls and 55 boys) from the 6th grade of a public school and another parish. We used the Reading Comprehension Test of Linguistic Complexity 6 is A Progressive CLP reliability was studied with the method teas-retest Spearman rho coefficient of .78 and construct validity with confirmatory factor analysis method, it was concluded that the test is reliable. The results show that significant differences exist among students by type of institution with a t value of -3.194 and a significance of 0.00. In gender terms there are no significant differences.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes de tercero y cuarto grado de primaria en Ventanilla(Universidad San Ignacio de Loyola, 2012) Modesto Masías, Vilma; Bustamante Guerrero, Gilberto IndalecioThe purpose of the research was to establish the level in reading comprehension of students in third and fourth grade in Ventanilla. The design corresponds to a simple descriptive research; the sample was 620 students type available. The instrument used is the LLECE reading comprehension test. Data were analyzed using descriptive statistics. Arriving at the following results: In reading comprehension students in third and fourth grade took places at three levels: the 94.68% of students took places in primary literal reading, the 88.23% of students took places in reading mode literal paraphrases and 62.42% of students achieved settle at inferential character reading.
- PublicaciónAcceso abiertoComprensión lectora en estudiantes varones y mujeres del cuarto grado de primaria de la Red 4 Satélite - Ventanilla(Universidad San Ignacio de Loyola, 2011) Chun Martínez, Juana Aída; Muñoz Salazar, José ManuelEl presente trabajo de investigación describe y compara la comprensión lectora de los estudiantes varones y mujeres del cuarto grado de primaria de instituciones educativas de gestión estatal de la Red 4 Satélite de Ventanilla. Se evalúa la variable comprensión lectora en sus niveles literal, organizacional, inferencial y crítica. Se utilizó la prueba ACL4 validada, hallándose una confiabilidad KR-20 de 0.83, este instrumento se aplicó a muestra de 186 estudiantes, cuyos datos fueron analizados haciendo uso de técnicas estadísticas no paramétricas como U Mann Whitney. Los hallazgos principales dan cuenta que existe diferencia significativa entre varones y mujeres en el nivel literal, crítico y en puntaje total de compresión lectora, alcanzando las estudiantes mujeres mayor puntaje.
- PublicaciónAcceso abiertoComprensión lectora en sexto grado de primaria de dos instituciones (estatal y privada) de un distrito con alto índice de pobreza: Callao(Universidad San Ignacio de Loyola, 2012) Sánchez Mancilla, Aurora Elena; Robles Mori, HerbertThis research is non-experimental and aimed to represent and compare levels of reading comprehension of sixth grade students of two elementary schools (state and private) in a district with high poverty such as Carmen de the League Reynoso – Callao. We used a comparative descriptive design for a sample consisting of 91 sixth grade students: 64 students of the educational institution of the state and 27 private institutions. The instrument applied was ACL6 reading comprehension test (Catala, G., Molina, E., Catala, M. & Monclús, R. (2001) adapted by (Ortega & Ramirez, 2009). Results indicated that there are differences significant in favor of the state educational institution in global reading comprehension and inferential reorganizacional dimensions.
- PublicaciónAcceso abiertoComprensión lectora según género, en alumnos del sexto grado de una institución educativa del distrito del Callao(Universidad San Ignacio de Loyola, 2013) Vásquez Camarena, Esperanza; Bustamante Guerrero, Gilberto IndalecioThis descriptive simple investigation aims to compare reading comprehension performance in its literal, inferential, reorganinizational, and critical dimensions in male and fenale 6th grade primary students of a public school in Callao. A reading comprehension test (ACL) elaborated by Catalá et al (2001) and adapted by professors Ramirez and Ortega (2010) was applied to a sample of 120 students. The results show a high level performance in the literal dimension while it reader a low level in reorganitational and critical. The inferential dimension reacher an average level Likewise it was stated that there is no significant difference between gender and reading comprehension performance in the literal reorganizational and inferential dimensiones however there was a significant difference between gender and reading comprehension performance in the critical dimension.
- PublicaciónAcceso abiertoComprensión lectora según género, en estudiantes del tercer y cuarto grados de educación primaria del Callao(Universidad San Ignacio de Loyola, 2012) Giraldo Ramírez, Javier Ricardo; Velarde Consoli, Esther MarizaThe research aimed to establish whether there are significant differences in reading comprehension among children. The sample was made up of descriptive comparative 120 students, 33 girls and 27 third graders and 33 girls and 27 boys from the fourth grade a school of Callao. The Linguistic Complexity Progressive CLP (Alliende, Condemarín and Milicic, 1996) test was applied. adapted by (Delgado, Escurra, Atalaya, Alvarez, Small, and Guevara Santivañez (2004). The results showed that reading comprehension of third grade as the test of Mann Whitney U, show that if there are significant differences by gender in favor of girls. The fourth grade reading comprehension, as assessed by the Mann Whitney state that there are no significant differences by gender.
- PublicaciónAcceso abiertoComprensión lectora y exposición al plomo en estudiantes del quinto ciclo de dos instituciones educativas del Callao(Universidad San Ignacio de Loyola, 2012) Manrique Concha, William Jesús; Meza Borja, Juan AnibalThe research was aimed at establishing the association between levels of lead exposure and reading comprehension in students of the fifth cycle of two educational institutions of Callao. The sample consisted of 56 and 79 students from grades five and six respectively. The instrument used was evaluation of reading comprehension (ACL) of authors Catalá, Molina,Catalá and Monclús (2001) adapted by Ortega (2010), we evaluated the dimensions: literal, reorganization, inferential and criterial; statistics were used Chi square results obtained Sig asymptotic value, 000 it was concluded that with a moderate lead exposure reading comprehension is low, while when lead exposure is normal reading comprehension is between the middle and high.
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