Bibliographic citations
Espinoza, H., (2021). Los módulos de autoaprendizaje Disfruto mi mundo entre libros como un recurso educativo para mejorar las capacidades de comprensión de lectura de los estudiantes de sexto grado de primaria de una institución educativa estatal deLima Metropolitana, en la modalidad de educación a distancia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18770
Espinoza, H., Los módulos de autoaprendizaje Disfruto mi mundo entre libros como un recurso educativo para mejorar las capacidades de comprensión de lectura de los estudiantes de sexto grado de primaria de una institución educativa estatal deLima Metropolitana, en la modalidad de educación a distancia []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18770
@misc{renati/25507,
title = "Los módulos de autoaprendizaje Disfruto mi mundo entre libros como un recurso educativo para mejorar las capacidades de comprensión de lectura de los estudiantes de sexto grado de primaria de una institución educativa estatal deLima Metropolitana, en la modalidad de educación a distancia",
author = "Espinoza Quispe, Heidy Victoria",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Reading allows developing the reflective and critical capacities of the students, which contributes to this academic and personal training, hence, the importance of enhancing their learning and practice. However, in the 6th grade primary classroom of the public educational institution of Metropolitan Lima, the reading comprehension skills are not consolidated yet, which is made more complex by the remote education of 2020. In this sense, the general objective of this investigation is to assess the effectiveness of the implementation of self-learning modules Disfruto mi mundo entre libros, to improve the reading comprehension skills of 6th grade students of a public educational institution in Metropolitan Lima, in distance education modality. The methodology used to achieve this objective is action research, which invites reflection and continuous improvement of the action plan implemented with 15 children. To collect the information of this topic, research tools are questionnaire, document analysis matrix, field diary and written proof. Moreover, the analysis of this information is organized according to the following categories: the use of self-learning modules and the comprehension reading skills. From this, the main finding is that children manage to strengthen to capacities of literal, inferential and criterial comprehension, which leads to the affirmation that the self-learning modules, together with the teaching accompaniment according to the student’s pace of learning, it is an educational resource conductive to developing skills around reading and foment autonomous learning in a distance education.
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