Bibliographic citations
Olivera, M., (2023). Estrategias para el desarrollo de la comprensión lectora en el 2do grado de primaria en un contexto de educación virtual en una institución educativa pública de Lima Metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24751
Olivera, M., Estrategias para el desarrollo de la comprensión lectora en el 2do grado de primaria en un contexto de educación virtual en una institución educativa pública de Lima Metropolitana []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24751
@misc{renati/22766,
title = "Estrategias para el desarrollo de la comprensión lectora en el 2do grado de primaria en un contexto de educación virtual en una institución educativa pública de Lima Metropolitana",
author = "Olivera Pizarro, María Isabel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
This research identifies, describes and analyzes the teaching strategies used by the teacher to promote reading comprehension in the 2nd grade of primary school. To do this, descriptive research with a qualitative approach is carried out with the general objective of analyzing strategies for the development of reading comprehension in the 2nd grade of primary school in a context of virtual education in a public educational institution in Metropolitan Lima. In the investigation, the observation instrument and the interview instrument are used, which allow gathering information on the strategies that the teacher knows and the strategies that she uses in the development of her classes. After performing the data analysis and the triangulation of the information, the most outstanding result was obtained that the teacher must use reading comprehension strategies that promote the active participation of the students. Also, it was evidenced that conditions such as internet connectivity affect the development of reading comprehension strategies, since students, by not being present in the synchronous class, lose the opportunity to participate. If the student participated in the synchronous session, they could benefit from the strategies used by the teacher and receive feedback on their progress in achieving reading comprehension.
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