Bibliographic citations
Huerta, J., Nitschack, M., Quijada, E. (2023). Conocimiento sobre los predictores de la lectura del docente del nivel inicial, primer y segundo grado de primaria en instituciones educativas públicas de la UGEL 2, Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24134
Huerta, J., Nitschack, M., Quijada, E. Conocimiento sobre los predictores de la lectura del docente del nivel inicial, primer y segundo grado de primaria en instituciones educativas públicas de la UGEL 2, Lima []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24134
@mastersthesis{renati/1661053,
title = "Conocimiento sobre los predictores de la lectura del docente del nivel inicial, primer y segundo grado de primaria en instituciones educativas públicas de la UGEL 2, Lima",
author = "Quijada Tacuri, Estephanie",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
In this descriptive research, the level of knowledge about the predictors of reading in elementary, first and second grade teachers in public educational institutions of UGEL 2, Lima, is determined. This was achieved through a questionnaire to 354 teachers on the basic knowledge and application exercises of the reading predictors. The results reflect that: The teachers of the initial level of 3 and 4 years present a high level of knowledge of the predictors at a general level, while the rest of the grades remained at a medium level. On the other hand, the results according to dimensions show us a large concentration of higher percentages at the Medium level, both in the dimension of General knowledge related to reading and in three of the predictors (Phonological Awareness, Alphabetical Knowledge and Phonological Memory), observing this same concentration at the High level only in the case of the Denomination Rate. These results were measured based on the evaluated sample and are not necessarily an indicator of a good knowledge of the predictors of reading. We consider it important to cement the foundations of literacy in teachers to prevent later difficulties in students.
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