Influencia de las estrategias didácticas en el desarrollo de la comprensión lectora de los estudiantes de básica media de la Escuela Fiscal Luis Féliz López cantón guayaquil, parroquia Tarqui año 2017
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2017
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Universidad de Guayaquil Facultad de Filosofia, Letras y Ciencias de la Educación
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La comprensión lectora se ha convertido en la actualidad una de las principales competencias que los estudiantes deben de desarrollar como parte de sus aprendizajes permanentes, siendo capaces de leer, comprender, reflexionar e interesarse por la lectura, con el fin de ampliar sus conocimientos. Por lo cual, mediante un enfoque cualitativo se buscó aproximarse a temas poco estudiados como son las estrategias más eficaces para la comprensión lectora. A su vez, se sustenta con un estudio descriptivo, porque se visualiza un hecho real que es el poco interés de los estudiantes por la lectura y un estudio explicativo, porque da a conocer la importancia de las estrategias didácticas para el desarrollo de la comprensión lectora en beneficio a la calidad y calidez educativa. Como instrumentos y técnicas de investigación se aplicó la encuesta escrita mediante un cuestionario de preguntas cerradas dicotómicas, dirigida a 61 estudiantes y 61 representantes legales, mientras que a los 18 docentes se les aplicó un cuestionario de preguntas con la escala Likert, donde se evidenció la influencia que tienen las estrategias didácticas ante la comprensión lectora. Se demostró que un 57% de estudiantes no sienten gusto por la lectura, por lo cual tienen dificultad para comprender el contenido de los textos de las asignaturas. El desarrollo de habilidades para la comprensión lectora se ve afectada cuando los docentes no incorporan en sus clases estrategias didácticas que permitan a los estudiantes entrar en contacto con la lectura. La socialización de un manual de estrategias didácticas para docentes pone en conocimiento como se puede trabajar con los estudiantes, despertando la participación del mismo, desarrollando la comprensión lectora, fomentando el interés y hábito por la lectura.
Reading comprehension has become one of the main competences that students should develop as part of their permanent learning, being able to read, understand, reflect and be interested in reading, in order to expand their knowledge. Therefore, through a qualitative approach we sought to approach less studied subjects such as the most effective strategies for reading comprehension. At the same time, it is supported by a descriptive study, because it visualizes a real fact that is the little interest of the students for reading and an explanatory study, because it reveals the importance of the didactic strategies for the development of reading comprehension in benefit to the quality and educational warmth. As instruments and research techniques, the written survey was applied through a questionnaire of dichotomous closed questions, addressed to 61 students and 61 legal representatives, while the 18 teachers were given a questionnaire with the Likert scale, which showed the influence that didactic strategies have on reading comprehension. It was shown that 57% of students do not like reading, so they have difficulty understanding the content of the texts of the subjects. The development of skills for reading comprehension is affected when teachers do not incorporate teaching strategies into their classes that allow students to get in touch with reading. The socialization of a manual of teaching strategies for teachers shows how students can be worked on, awakening their participation, developing reading comprehension, encouraging interest and habit for reading
Reading comprehension has become one of the main competences that students should develop as part of their permanent learning, being able to read, understand, reflect and be interested in reading, in order to expand their knowledge. Therefore, through a qualitative approach we sought to approach less studied subjects such as the most effective strategies for reading comprehension. At the same time, it is supported by a descriptive study, because it visualizes a real fact that is the little interest of the students for reading and an explanatory study, because it reveals the importance of the didactic strategies for the development of reading comprehension in benefit to the quality and educational warmth. As instruments and research techniques, the written survey was applied through a questionnaire of dichotomous closed questions, addressed to 61 students and 61 legal representatives, while the 18 teachers were given a questionnaire with the Likert scale, which showed the influence that didactic strategies have on reading comprehension. It was shown that 57% of students do not like reading, so they have difficulty understanding the content of the texts of the subjects. The development of skills for reading comprehension is affected when teachers do not incorporate teaching strategies into their classes that allow students to get in touch with reading. The socialization of a manual of teaching strategies for teachers shows how students can be worked on, awakening their participation, developing reading comprehension, encouraging interest and habit for reading
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COMPRESIÓN LECTORA, ESTRATEGIAS DIDÁCTICAS, HÁBITOS LECTORAS, HABILIDADES