Examinando por Materia "Reading instruction"
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- 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 abiertoProcesos lectores sintácticos y semánticos en estudiantes de 3° y 4° grado de primaria de una institución educativa del Callo(Universidad San Ignacio de Loyola, 2011) Sánchez Díaz de Olivares, Marianela Rosalía; Meza Borja, Juan AnibalThis research is descriptive, simple, and aimed to assess students' reading processes the 3rd and 4th grade of Basic Education for an educational institution of Callao. The variable was measured with the Assessment Process PROLEC readers proposed by Cueto (1999), validated by five experts and the Cronbach alpha reliability of 0.807, was determined by a pilot and then applied to a sample of 86 students. Was considered to establish the syntactic processes (Regular = 39.5%) and semantic (Excellent = 60.5%) of the reading process. The results show that students have a high level favorable in terms of reading processes in the syntactic and semantic, ie have a favorable acceptance to the process of reading.