Bibliographic citations
Arias, K., Liberato, T. (2022). Estrategias de enseñanza en la lectura y el nivel de comprensión lectora en los estudiantes del tercer grado de secundaria del Colegio Experimental de Aplicación de la Universidad Nacional Enrique Guzmán y Valle, Lima [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11167
Arias, K., Liberato, T. Estrategias de enseñanza en la lectura y el nivel de comprensión lectora en los estudiantes del tercer grado de secundaria del Colegio Experimental de Aplicación de la Universidad Nacional Enrique Guzmán y Valle, Lima []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2022. https://repositorio.une.edu.pe/handle/20.500.14039/11167
@misc{renati/1741608,
title = "Estrategias de enseñanza en la lectura y el nivel de comprensión lectora en los estudiantes del tercer grado de secundaria del Colegio Experimental de Aplicación de la Universidad Nacional Enrique Guzmán y Valle, Lima",
author = "Liberato Cardenas, Thalia Tatiana",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2022"
}
The objective of this research work was to know the significant relationship between teaching strategies in reading and the level of reading comprehension in the English area in third grade high school students at the Experimental Application School of the Enrique Guzmán y Valle National University, Lima. It was a quantitative, non-experimental, substantive and correlational design research to determine the relationship of the variables. For the development of this research, the descriptive method was applied. The population and sample was non-probabilistic and census-based of 83 third grade high school students. The instrument we used to measure the variable of teaching strategies in reading was a questionnaire prepared by the researchers and subjected to validation by expert judgment. The variable reading comprehension level was measured through a reading assessment of the EBR-2020 secondary education level of the English course. After carrying out the hypothesis test, it was concluded that the reading teaching strategies are directly related to the level of English reading comprehension in the students of the indicated grade of CEAUNE Enrique Guzmán y Valle, Lima, and in accordance with the Pearson correlation coefficient, the degree of correlation between the reading teaching strategies and the level of reading comprehension is positive, medium or moderate.
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