Incidencia del apoyo familiar y de pares en la comprensiĆ³n lectora
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Fecha
2019
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Desde la infancia, aprender a interpretar ciertos sĆmbolos grĆ”ficos denota una evoluciĆ³n,
crecimiento y desarrollo que al tĆ©rmino de nuestros dĆas determinan todo aquello que fue
fundamental para poder desenvolverse en una sociedad u otra. En este sentido, la incidencia
del apoyo familiar y los pares en el desarrollo del proceso lector que culmina en un nivel
elevado de comprensiĆ³n lectora, podrĆa ser un factor esencial dado que son aquellas personas
que se encuentran presentes en estas etapas. Es por lo que, en esta investigaciĆ³n se busca
saber si esta relaciĆ³n incide de manera consistente en el nivel de comprensiĆ³n lectora que
alcanzan 27 estudiantes de 4to. aƱo bĆ”sico. Se opta por la utilizaciĆ³n de un mĆ©todo
cuantitativo con el fin de investigar las variables y elementos que son pertinentes a la temƔtica
tratada, constatando asĆ la existencia o no de la relaciĆ³n entre el nivel de comprensiĆ³n lectora
y la implicaciĆ³n del nĆŗcleo familiar y los pares en el proceso. Esto se desarrollĆ³ a travĆ©s de
dos tests; el primero de ellos, un cuestionario de composiciĆ³n familiar y hĆ”bitos de lectura;
el segundo, una prueba de comprensiĆ³n lectora. Los resultados indican que la influencia del
apoyo familiar y de pares, asĆ como el acompaƱamiento en el proceso lector efectivamente
es positiva en cuanto a la comprensiĆ³n lectora que alcanzan los estudiantes, sin embargo,
esto no es estadĆsticamente significativo, lo que quiere decir que la diferencia no es suficiente
para generalizar este indicador como determinante en la comprensiĆ³n de lectura.
Since childhood, learning to interpret certain graphic symbols denotes evolution, growth and development that, at the end of our days, determine everything that was fundamental to take part in one society or another. In this sense, the incidence of family and peers support in the development of the reading process that culminates in a high level of reading comprehension, could be an essential factor since they are the ones who are present in these stages. That is why, in this research, we aim to know if this relationship affects consistently the level of reading comprehension reached by 27 students in 4th grade in primary school. The use of a quantitative method is chosen in order to investigate the variables and elements that are relevant to the subject, this confirming the existence or not of the relationship between the level of reading comprehension and how involved the family nucleus and peers are in the process. This was developed through two tests; the first one, a questionnaire of family composition and reading habits; and the second, a reading comprehension test. The results indicate that the influence of family and peer support, as well as the accompaniment in the reading process is indeed positive in terms of the reading comprehension that students reach, however, this is not statistically significant, which means that the difference is not enough to generalize this factor as a determinant in reading comprehension.
Since childhood, learning to interpret certain graphic symbols denotes evolution, growth and development that, at the end of our days, determine everything that was fundamental to take part in one society or another. In this sense, the incidence of family and peers support in the development of the reading process that culminates in a high level of reading comprehension, could be an essential factor since they are the ones who are present in these stages. That is why, in this research, we aim to know if this relationship affects consistently the level of reading comprehension reached by 27 students in 4th grade in primary school. The use of a quantitative method is chosen in order to investigate the variables and elements that are relevant to the subject, this confirming the existence or not of the relationship between the level of reading comprehension and how involved the family nucleus and peers are in the process. This was developed through two tests; the first one, a questionnaire of family composition and reading habits; and the second, a reading comprehension test. The results indicate that the influence of family and peer support, as well as the accompaniment in the reading process is indeed positive in terms of the reading comprehension that students reach, however, this is not statistically significant, which means that the difference is not enough to generalize this factor as a determinant in reading comprehension.
Notas
Tesis (Profesor de EducaciĆ³n General BĆ”sica, Licenciado en EducaciĆ³n)
Palabras clave
ComprensiĆ³n de Lectura, EnseƱanza BĆ”sica, HĆ”bitos de Lectura, Aprendizaje Colaborativo