Examinando por Tema "Primary schools"
  • Artículo
    Comprensión 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 Luisa
    The 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.
  • Artículo
    Comprensión 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 Anibal
    The 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.
  • Artículo
    Comprensión 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 Manuel
    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.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.
  • Artículo
    Comprensión 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, Herbert
    The 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.
  • Artículo
    Comprensión lectora en estudiantes de tercero y cuarto grado de primaria en Ventanilla
    (Universidad San Ignacio de Loyola, 2012) Modesto Masías, Vilma ; Bustamante Guerrero, Gilberto Indalecio
    The 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.
  • Artículo
    Comprensión lectora según género en estudiantes de 6° grado de primaria de una institución educativa del Callao
    (Universidad San Ignacio de Loyola, 2012) Tasayco García, María Elsa ; Meza Borja, Juan Anibal
    The investigation was intend to describe and compare different level of reading comprehension according to gender in sixth- grade students in educational institution of Callao. The study group were consisted of 120 students 64 girls and 56 boys, was applied as an instrument for measuring the reading comprehension Test (ACL-6). Authors: G. Catalá, M. Catalá, E. Molina, R. Monclús (2001) adapted by Mr. Ortega and Ps. Ramirez (2009). In the result obtained to showed that skills literal comprehension, reorganization of inferencial don’t difference in gender function. The skills of critical understanding differences in gender function. The skills of the level of reading comprehension in the general test don’t difference in gender function.
  • Artículo
    Comprensión 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 Mariza
    The 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.
  • Artículo
    Comprensión lectora y rendimiento académico en comunicación de alumnos del segundo grado de una institución educativa de Ventanilla
    (Universidad San Ignacio de Loyola, 2012) Aliaga Jiménez, Lina Ysabel ; Meza Borja, Juan Anibal
    This is a research aims to establish the relationship between reading comprehension and academic performance of the second grade students in a public school in Ventanilla. The sample consisted of 60 students from 7 and 8 years (28 males and 32 females). chosen intentionally. To evaluate the variable reading comprehension test 2 of Gloria Catalá. To measure the academic achievement in the area of comunication, we registered the final averages of the evaluation acts. We used the Spearman rank correlation coefficient. The investigation results show that there is a moderate positive relationship between both variables (r=0.662**) noting that students have good level of understanding literal and reorganized information; however they have a poor achievement in inferential and critical reading comprehension.
  • Artículo
    Conciencia fonológica y comprensión lectora en estudiantes de segundo grado de primaria de Carmen de La Legua - Callao
    (Universidad San Ignacio de Loyola, 2010) Cieza Manzanares de Ortiz, Mercedes Teresa ; Meza Borja, Juan Anibal
    I investigated the correlation between phonological awareness and reading comprehension in students of second grade Educational Institution of Carmen de la Lengua - Callao. It also describes the performance in phonological awareness and reading comprehension of students in the sample, the same that was with 40 students, 25 boys and 15 girls aged 7-10 years of age, who were administered the test Reading Comprehension of Language Complexity Progressive Alliende, Condemarín and Milicic and Linguistic Segmentation Test Jimenez Gonzales and Ortiz. We used descriptive statistics to analyze the results of both tests, and inferential statistics to find the relationship between them. We obtained a Spearman rho coefficient of 0.782, so it was determined that the relationship between reading comprehension and phonological awareness is statistically significant at a significance level of 0.00. This also makes a detailed analysis of the dimensions of the tests applied.
  • Artículo
    Conciencia fonológica y decodificación lectora en estudiantes (primer grado, primaria) de una institución educativa - Callao Cercado
    (Universidad San Ignacio de Loyola, 2010) Baldassari Arias, Lourdes María ; Meza Borja, Juan Anibal
    The present investigation aimed to assess the relationship between phonological awareness and reading decoding. The sample consisted of 133 elementary first grader students from a school located in Callao. The phonological awareness was measured by the Phonological Awareness Test whose authors are José Luis Sánchez Ramos and Isabel Cuadrado Gordillo, meanwhile the reading decoding was specifically measured by Screening Test for Dyslexia whose authors are Mabel Condemarín and Blomquist. By processing the data it was found that most students of evaluated sample showed a middle reading decoding level and had middle level in phonological awareness. While performing the correlation analysis it was found a significant relationship between phonological awareness and reading decoding. As for the correlation between the dimensions of phonological awareness (syllable level and the phonemic level) and reading decoding also it was found a significant relationship.
  • Artículo
    Conciencia fonológica y lenguaje oral en la decodificación lectora en alumnos del primer grado de primaria - Ventanilla
    (Universidad San Ignacio de Loyola, 2010) Arrieta Aldave, Nancy Liliana ; Meza Borja, Juan Anibal
    This research had as purpose to investigate whether phonological awareness and oral language have relation to the reading decodification. The sample was formed by 30 children from first grade, aged 6 and 7 years old that belows to a school of Ventanilla with a low social economic, who were evaluated with Metalinguistic Abilities Test (MAT) constructed by Gómez, Valero, Buades & Pérez and it was adapted by Panca (2003), the Test Oral Language Assessment (TOL) constructed by Ramos, Cuadrado & Fernández, adapted by Meléndez (2009), the Exploratory Test of Specific Dyslexia (ESDT) constructed by Condemarín (1975) complemented with the procedure elaborated by Berdicewski, Millicic and Orellana. The results show that there exists significant correlation at the level p<0.01 between phonological conscience and reading decodification and oral language and reading decodification. Refering to oral language according to gender we found that the girls have better results than boys, however the difference is not significant.
  • Artículo
    Conducta grafomotora y escritura cursiva en alumnos del segundo grado de primaria de una institución educativa del Callao
    (Universidad San Ignacio de Loyola, 2010) Astoquillca Mayhuire, Oliver ; Velarde Consoli, Esther Mariza
    Descriptive-correlational research aims to establish a link between behavior graphomotor and cursive writing in school 2nd grade of a public school in La Perla-Callao. The sample has comprised of a total of 40 students from 7 to 8 years (22 males and 18 females), chosen intentionally. The instruments used are: sheets systematic observation of the Motion Graphics (Ajuriaguerra and Auzia, 1973) and Cursive (Condemarín and M. Chadwick), which considers the sub-test: run normal speed, fast speed of implementation and quality of copy. The research results show the existence of a weak positive relationship (r = 0.353) between behavior and cursive writing graphomotor featuring children between 7 and 8 years of age, where p <0.05.
  • Artículo
    Conducta social percibida por los docentes e inteligencia emocional en alumnos del sexto grado Red N° 10 Callao
    (Universidad San Ignacio de Loyola, 2012) Martínez Hernández, Isolina Rosario ; Álvarez Taco, Carmen Leni
    The research analyzes the association between perceived social behavior by 23 teachers and emotional intelligence of sixth graders Network 10 Callao in a sample of 240 students of 10, 11 and 12. We applied two instruments: the social behavior scale Meneses, adapted by Zamudio (2009) and the Inventory of emotional intelligence, Baron ICE: NA Ugarriza and adapted by Pajares (2005). Research applied descriptive correlational design. The results showed the existence of association between the two variables, students were observed inappropriate behavior, which would be associated with the low level of development of emotional intelligence. The dimensions friendship and group participation, shyness, negativity and selfishness and rivalry and litigation social behavior observed significant association regarding emotional intelligence.
  • Artículo
    Cultura organizacional y autopercepción del desempeño docente en las instituciones educativas del nivel primaria Red N° 7 Callao
    (Universidad San Ignacio de Loyola, 2012) Morocho Cáceres, Ana Cecilia ; Meza Borja, Juan Anibal
    This research present aims correlation description to relate the educational organizational culture and teaching performance of primary level educational institutions belongs to seven red of Callao. The sample consisted of 184 teachers. The instruments were used a questionnaire of Education Organizational Culture Inventory Marcone (2003) and questionnaire of teaching performance on the Valdés (2000) approach were used. The results show that there is significant correlation between organizational culture and teaching performance. Nevertheless there is prevalence medium levels of teaching performance. It was concluded that the organizational culture of education is an effective tool for teacher performance.
  • Artículo
    Decodificación lectora en estudiantes de segundo grado de primaria de instituciones educativas del Callao
    (Universidad San Ignacio de Loyola, 2012) Cock Castro de Amico, Milagros ; Velarde Consoli, Esther Mariza
    This research is descriptive, simple, aimed at evaluating the reading decode of students in the second grade of Educational Institutions of Callao. The variable was measured through the Battery Assessment Processes Readers, Revised PROLEC-R proposed by Cuetos and others (2007), validated for this research by six experts, with a reliability of Cronbach's alpha of 0.807. It also implemented a pilot test on a sample of 110 students, whose results showed a low level in the dimensions of perceptual and lexical processes in reading. The conclusion is that students have difficulties in acquiring the reading process and have a good development to successfully deal with reading comprehension.
  • Artículo
    Desarrollo psicomotor según género en niños de 4 años de una institución educativa del Callao - Cercado
    (Universidad San Ignacio de Loyola, 2012) Otárola Suárez, María Elena ; Meza Borja, Juan Anibal
    The purpose of this research is to ascertain the level of psychomotor development in children from an educational institution of the Callao. The research is comparative descriptive. The participants were 50 boys and 50 girls of 4 years. The test was administered Psychomotor Development TEPSI Haeussler Margarita and Teresa Marchant. The results showed that there are significant differences between boys and girls in the three dimensions; coordination, language, and motor. In the dimension coordination the feminine gender obtained 49% in the normal level, and 1% in the level of risk, the masculine gender is ranked in the level of risk with a 22 %, and the levels of delay and normal both with 14 %. In the dimension the feminine gender language gained 46% in the normal level and 4% in the level of risk, while the male gender obtained 39% in the level of delay, 9% in the level of risk and 2% in the normal level. In the dimension motricity the feminine gender obtained 42% in the normal level, 6% in the level of risk and 2% in the level of delay, in the masculine gender obtained 33% in the level of delay and 17% in the level of risk.
  • Artículo
    Déficit de atención con o sin hiperactividad en alumnos del nivel primario de una institución educativa de Ventanilla
    (Universidad San Ignacio de Loyola, 2012) García Calderón, Aida Luz Araníbar ; Meza Borja, Juan Anibal
    This research seeks to highlight the characteristics of ADHD The sample was intentional and consisted of primary level students of both sexes from first to sixth grade, aged between 6 and 14 years and which showed characteristics of ADHD in an educational institution Window. The instrument used was a questionnaire created by Keith ConnersConners at (1969) and abridged version of which is dated 2002 which has 20 items. Through the results it was found that attention deficit disorder ADHD occurs more frequently in males, between 6-7 years while in women there was a slight suspicion. It is likely that the lack of concentration and inability to focus attention in boys with ADHD could impede the achievement of learning more than in women with suspected ADHD.
  • Artículo
    Efectividad de un programa para el aprendizaje de la decodificación lectora en niños de una institución educativa de Ventanilla - Callao
    (Universidad San Ignacio de Loyola, 2011) Castillo Durand, Bacilia Elena ; Robles Mori, Herbert
    The main purpose of this study is to show the effectiveness of learning phonics in reading decoding, by designing and implementing a pilot program based on the systematization of the method to which we refer, starting from the theoretical model cognitive psychology and psycholinguistics. We worked with a sample of 50 students from first grade elementary. In order to assess their level of reading decoding they were exposed to a specific dyslexia exploration test, obtaining from this evaluation the significant differences between the level of reading decoding of students exposed to the experimental program versus those who were not taught with this method, concluding that the phonetic style program has favorable implications for the learning of reading decoding.
  • Artículo
    Efectos de un programa de comprensión lectora en estudiantes de cuarto de primaria de una institución educativa del Callao
    (Universidad San Ignacio de Loyola, 2010) Salinas Mariñas, Jacqueline
    The purpose of the research was to demonstrate the effectiveness of a stimulation program for reading comprehension proposed by Velarde, it was applied to a sample of 48 students composed of children from 9 - 11 years old of fourth grade of primary education in a educational institution of Callao, which evaluation was conducted in two phases: pre-test and post-test, with the instrument PROLEC by Cueto, Rodriguez y Ruano. It was noted that syntactic processing favors the acquisition of semantic process, being grammatical structures in compared to the punctuation marks, which contributed significantly to the understanding of sentences and texts. In data processing, we use the statistic T of Student test in which we could observed in the experimental group a mean of 39.6 +7.6 in the pre-test in the Reading Comprehension and in the post-test an average of 43.8 +5.7, demonstrating an increase in the statistically significant mean of 0.000, showing that the stimulation program is effective and improve the reading comprehension.
  • Artículo
    Efectos del programa Fonojuego en los niveles de conciencia fonológica en niños de cinco años de la I.E.I. 102 - Ventanilla
    (Universidad San Ignacio de Loyola, 2010) Espinoza Rivera, Marlene Ricardina ; Meza Borja, Juan Anibal
    The purpose of this investigation was to determine the effectiveness of “Fonojuego Program” in the phonological awareness level in five years old children`s group of the Elementary Educational Institute Nº 102 of Ventanilla – Callao. A group of 40 was selected children. After this, the children were chosen to conform the experimental and control group. The instrument used to obtain the data was “The Methalinguistic Abilities Test”. This test was developed by Gomez, Valero, Buades and Pérez, adapted by Panca (2003). This test applied to itself to the group control and experimentally, being the experimental group subject to the program Fonojuegos. The results were analyzed, statistically by means the Test U of Mann - Withney. Thinking that the application of the program Fonojuegos shows his efficiency on having increased significantly the levels of phonological conscience in all his evaluated components. Likewise one concludes the importance of developing the phonological conscience from early ages with the purpose of anticipating future problems of learnings related to the reading.