Bibliographic citations
Varas, E., (2021). Estrategias didácticas antes, durante y después de la lectura para mejorar la comprensión lectora en estudiantes del sexto grado de educación primaria de la I.E. N° 00475 – Moyobamba [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/4051
Varas, E., Estrategias didácticas antes, durante y después de la lectura para mejorar la comprensión lectora en estudiantes del sexto grado de educación primaria de la I.E. N° 00475 – Moyobamba []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2021. http://hdl.handle.net/11458/4051
@mastersthesis{renati/1054343,
title = "Estrategias didácticas antes, durante y después de la lectura para mejorar la comprensión lectora en estudiantes del sexto grado de educación primaria de la I.E. N° 00475 – Moyobamba",
author = "Varas Ruiz, Evarista",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2021"
}
The research aims to apply didactic strategies before, during and after reading to improve the reading comprehension of students in the sixth grade of primary education at the educational institution N° 00475 of Moyobamba. In the theoretical references, reading comprehension in Goodmann (1982), Pinzas (1995), Ministry of Education (2016), Sole (2000) and Pinzas (2006) argue that it is a process of construction, interaction and strategic of meanings from textual reading, according to the literal, inferential and critical levels. Didactic strategies are supported by Gálvez (2005), Nisbett and Shucksmith (1987), Solé (1992), who argue that they are a set of processes to organically develop pedagogical processes, according to the phases before, during and after. With this, the hypothesis is posed: If the didactic strategies are applied before, during and after reading; then, the reading comprehension of students in the sixth grade of elementary education would improve significantly. Methodologically, the research design was quasi-experimental with pre-test and post-test, the sample consisted of 57 students, and the statistical analysis process showed that the experimental group achieved an average of 14.46, while the control group obtained an average of 13. 10, with its T-Student value Tc = 3.13 which is higher than Tt = 1.6860, this evidence in the "p-value= 0.000" lower than 5%, which indicates that the didactic strategies before, during and after reading significantly improved the reading comprehension of the students of the sixth grade "A" of elementary education.
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