Examinando por Materia "Reading comprehension"
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- 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 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 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 y rendimiento académico en estudiantes de quinto de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Hernández Romero, Ysabel Rosario; Velarde Consoli, Esther MarizaThis research is related to the descriptive correlational study. It has as objective to establish the relation that exists between reading comprehension and academic achievement. The evaluation was taken to 5th grade students that are about to finish high school. For it there was selected a sample formed by 94 students, of both sexes from a public school located in Callao. For testing the reading comprehension, it was used the Tapia’s reading comprehension test -1982, which is a tool with a collective use. First of all, was considered the last year students’ averages in the subjects of Language, History, Geography, Economy and science in order to get the academic efficiency. For the statistical analysis, was developed the Pearson’s co relation. So, the results showed the positive and meaningful co relation between the reading comprehension and the academic achievement, just as in the subjects in evaluation. To conclude, we believe in this cause-effect, a student that reads more and understand what the text means, has good grades and academic achievement.
- PublicaciónAcceso abiertoRelación entre la comprensión lectora y las estrategias de aprendizaje en estudiantes de secundaria en un distrito de Lima(Universidad San Ignacio de Loyola, 2009) Alegre Bravo, AlbertoSe estudió la relación entre la comprensión lectora y las estrategias de aprendizaje en alumnos de quinto grado de secundaria de colegios estatales del distrito de Independencia, en Lima. Se utilizó la Prueba Cloze de Lectura (González & Quesada, 1997) y la Escala de Estrategias de Aprendizaje – ACRA (Román & Gallego, 1994). En el análisis de la contrastación de hipótesis se encontró que no existe relación entre la comprensión lectora y las estrategias de aprendizaje. Asimismo, estos estudiantes se ubican mayoritariamente en el nivel de comprensión lectora Deficitario e Intermedio en cada una de las estrategias de aprendizaje. ÍNDICE: 1. Introducción. 2.La lectura. 3.La comprensión lectora. 4.Las estrategias de aprendizaje 5. Hipótesis. 6. Método. 7.Participantes. 8. Variables de estudio. 9. Instrumentos. 10. Resultados. 11. Análisis descriptivo. 12. Contraste de hipótesis. 13. Análisis complementario. 14. Discusión. 15. Conclusiones. - Referencias