Un estudio acerca de las tareas de comprensión lectora que proponen los profesores a estudiantes de segundo y tercero de enseñanza media de establecimientos públicos de la región de Antofagasta
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La siguiente investigación tuvo por objetivo caracterizar las tareas de comprensión lectora
diseñadas por profesores de Lengua y Literatura propuestas a estudiantes de segundo y
tercero de enseñanza media pertenecientes a establecimientos educacionales públicos de la
región de Antofagasta. Para este estudio se ocupó un enfoque mixto, y se utilizaron un total
de 18 tareas de comprensión lectora, 9 de ellas eran tareas propuestas para realizar de forma
presencial, y las otras 9 tareas para realizarlas de forma remota en casa. Algunos de los
hallazgos de este trabajo dan cuenta que los profesores diseñan tareas de baja demanda
cognitiva, solo en algunos casos se implementan estrategias cognitivas y metacognitivas, y
se destaca la preferencia en el uso de pregunta abierta como la manera en que el profesor
presenta la tarea de comprensión lectora. Por último, debido a la escasa literatura e
investigaciones que se han realizado sobre esta materia, este trabajo investigativo contribuye
a profundizar o ampliar el conocimiento que se tiene sobre las tareas de comprensión lectora
la cual, por su impacto en el aprendizaje, debe ser un punto de relevancia a la hora de medir
resultados.
The objective of the following investigation was to characterize the reading comprehension tasks designed by Language and Literature teachers proposed to second and third grade students belonging to public educational establishments in the Antofagasta region. For this study, a mixed approach was used, and a total of 18 reading comprehension tasks were used, 9 of them were tasks proposed to be carried out in person, and the other 9 tasks to be carried out remotely at home. Some of the findings of this work show that teachers design tasks with low cognitive demand, only in some cases cognitive and metacognitive strategies are implemented, and the preference in the use of open questions is highlighted as the way in which the teacher presents reading comprehension task. Finally, due to the scant literature and research that has been carried out on this matter, this investigative work contributes to deepen or broaden the knowledge that we have about reading comprehension tasks which, due to their impact on learning, should be a point of relevance when measuring results.
The objective of the following investigation was to characterize the reading comprehension tasks designed by Language and Literature teachers proposed to second and third grade students belonging to public educational establishments in the Antofagasta region. For this study, a mixed approach was used, and a total of 18 reading comprehension tasks were used, 9 of them were tasks proposed to be carried out in person, and the other 9 tasks to be carried out remotely at home. Some of the findings of this work show that teachers design tasks with low cognitive demand, only in some cases cognitive and metacognitive strategies are implemented, and the preference in the use of open questions is highlighted as the way in which the teacher presents reading comprehension task. Finally, due to the scant literature and research that has been carried out on this matter, this investigative work contributes to deepen or broaden the knowledge that we have about reading comprehension tasks which, due to their impact on learning, should be a point of relevance when measuring results.
Notas
Proyecto Empírico (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Comprensión de Lectura, Enseñanza Media, Investigaciones, Chile, Antofagasta