Citas bibligráficas
Flores, P., Mauricio, K. (2023). Relación entre estrategias de lectura y comprensión de textos en estudiantes de una institución educativa pública, Ate, 2022 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10182
Flores, P., Mauricio, K. Relación entre estrategias de lectura y comprensión de textos en estudiantes de una institución educativa pública, Ate, 2022 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/10182
@misc{renati/1736342,
title = "Relación entre estrategias de lectura y comprensión de textos en estudiantes de una institución educativa pública, Ate, 2022",
author = "Mauricio Demarini, Kevin Jeanpool",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
The objective of this research work was oriented to the study between the relationship of reading strategies and text comprehension, which aims to establish the degree of connection between the variables described for students of Educational Institution No. 0029 Marco Llanos Bridge, Ate. Furthermore, it corresponds to a non-experimental quantitative approach in which a basic typology is used; On the other hand, this research has a descriptive-correlational design with a descriptive method. On the other hand, this work was developed with 170 students with an intentional sample using a text comprehension evaluation test and a questionnaire. The results indicated that among the group of students evaluated there is a certain regularity of difficulty in understanding texts, since, academically, it plays an important role and they can achieve the expected learning to demonstrate an outstanding level of reading comprehension. In conclusion, there is a very low inverse correlation, which is why it was established that there is no direct or significant relationship between reading strategies and the comprehension of a text. Likewise, another important point in the results is that it has been observed that students still need greater use of strategies to achieve a planned or outstanding level within the framework of the expected learning of the National Education Curriculum (CNEB), since These results show that students are still in the process stage in the context of formative assessment.
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