Examinando por Materia "Text comprehension"
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- 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 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 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 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 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 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.
- PublicaciónAcceso abiertoComprensión 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 AnibalThis 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.
- PublicaciónAcceso abiertoComprensión lectora y rendimiento académico en estudiantes de 5° y 6° grado de primaria del Callao(Universidad San Ignacio de Loyola, 2010) Gómez Torres, Rebeca Margarita; Meza Borja, Juan AnibalWe aimed to establish the relationship between levels of reading comprehension and academic performance in the course of Integral Communication (Comunicacion Integral). The sample consisted of 156 participants (81 males and 75 females) from 10 to 11 years old from the 5th and 6th grade, group chosen for convenience, of a Catholic School in Callao. To determine levels of reading comprehension, we used the ACL test, which validity and reliability is (0876) according to the alpha Combrach. The academic performance was obtained from the final average of the course of Integral Communication. The Spearman correlation index is 0.01, a positive correlation between the two variables. However, when analyzing the specific points in the 6th grade test, significant differences were found between the final average and inferential level, p = 0.809> 0.05. & with the level of reorganization and final average, p = 0.223> 0.05. A better understanding of the text will improve academic performance.
- 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 abiertoConciencia 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 AnibalI 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.
- PublicaciónAcceso abiertoConciencia 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 AnibalThis 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.
- PublicaciónAcceso abiertoConducta 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 MarizaDescriptive-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.
- PublicaciónAcceso abiertoDecodificación 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 MarizaThis 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.
- PublicaciónAcceso abiertoEfectos 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, JacquelineThe 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.
- PublicaciónAcceso abiertoEstrategias de aprendizaje y comprensión lectora en alumnos de quinto año de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2012) Barturén Silva, Matilde LuzmilaThis is a descriptive-correlational research that aims to establish the relationship between learning strategies and reading comprehension in high school students in fifth of an educational institution of Callao. The sample was comprised of a total of 67 students. We used the Learning Strategies Scale ACRA (Roman & Gallego, 1994) and reading comprehension test (Tapia, 1982). The results show that there is significant correlation between low dimensions: strategies and information acquisition strategies of encoding information with reading comprehension. While between dimensions: strategies and information retrieval strategies and information support reading comprehension there is a low non significant.
- PublicaciónAcceso abiertoHabilidades metafonológicas y decodificación lectora de estudiantes del segundo grado de primaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2012) Quille Soto, María Elena; Álvarez Taco, Carmen LeniThe present study tries to determine the relation between the skills metafonológicas and the reading decodificación. The participants are 86 pupils of the second degree of primary of an Educational Institution of the Callao, with ages between 7 and 8 years. There applied the test of skills to himself metalingüísticas (THM) of Gómez, Valero, Buadas and Perez adapted by Panca (2000) and the subtest of decodificación reading of the exploratory test of specific dyslexia (PEDE) proposed by Condemarín and adapted by Arrieta (2010). The investigation is of type correlacional and the sample is of available type. The results show that a significant correlation exists between the skills metafonológicas of syllabic segmentation and the reading decodificación. Also relation exists between the syllabic suppression and the reading decodificación though this one is low.Other skills metafonológicas as the detection of heaps, syllabic addition, to isolate phonemes, to join phonemes and to count phonemes did not present any correlation with the reading decodificación.