Bibliographic citations
Carrero, M., (2019). Niveles de comprensión lectora en los estudiantes del nivel secundaria de la institución educativa Nº 0376 Mariano Melgar Valdivieso del caserío de Santa Elena, el Dorado, 2016 [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/3578
Carrero, M., Niveles de comprensión lectora en los estudiantes del nivel secundaria de la institución educativa Nº 0376 Mariano Melgar Valdivieso del caserío de Santa Elena, el Dorado, 2016 [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2019. http://hdl.handle.net/11458/3578
@misc{renati/1059421,
title = "Niveles de comprensión lectora en los estudiantes del nivel secundaria de la institución educativa Nº 0376 Mariano Melgar Valdivieso del caserío de Santa Elena, el Dorado, 2016",
author = "Carrero Farro, Marina",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2019"
}
We present the results of a simple descriptive research, which covered the levels of reading comprehension. A total of 40 students from the seventh cycle of the secondary level of the Santa Elena community of El Dorado province in the San Martín Region, where very low levels of reading comprehension have been recorded in the students, as evidenced the latest evaluations applied by the ministry. Despite emergency measures, programs, and increased control of teachers, progress has been minimal. The study was carried out between August and December of the year 2016, with a quantitative approach, using as a data collection technique the observation through its instrument reading comprehension test. From the analysis and organization of content, the results are presented in tables and graphs determining the level of reading comprehension and describing the particularities of the performance of the sample group for each dimension of the variable. Thus, in this study, it was determined that 48% of students are at a start level and 52% are in process, and the inferential dimension, in which no student achieves the expected achievement, is presented as the most difficult aspect. Finally, the results are discussed in order to identify indicators of good performance and difficulty with the intention of constructing a baseline to propose improvement measures. This study came to the conclusion that students are at a process level in reading comprehension; There are indicators at the literal level that are presented as or more difficult for students than the inferential level, in which generally lower performance students show.
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