Citas bibligráficas
Lau, E., Litano, L. (2018). Aplicación de la estrategia de interrogación para favorecer la comprensión y producción de textos narrativos fabulescos de los estudiantes del 3er grado "D" de educación primaria de la I.E. 2059 Suecia del distrito de Comas, durante el año 2016 [Tesis, Universidad de Ciencias y Humanidades (UCH)]. http://hdl.handle.net/20.500.12872/220
Lau, E., Litano, L. Aplicación de la estrategia de interrogación para favorecer la comprensión y producción de textos narrativos fabulescos de los estudiantes del 3er grado "D" de educación primaria de la I.E. 2059 Suecia del distrito de Comas, durante el año 2016 [Tesis]. : Universidad de Ciencias y Humanidades (UCH); 2018. http://hdl.handle.net/20.500.12872/220
@misc{renati/689345,
title = "Aplicación de la estrategia de interrogación para favorecer la comprensión y producción de textos narrativos fabulescos de los estudiantes del 3er grado "D" de educación primaria de la I.E. 2059 Suecia del distrito de Comas, durante el año 2016",
author = "Litano Supo, Laura Marilyn",
publisher = "Universidad de Ciencias y Humanidades (UCH)",
year = "2018"
}
In the country many of our students do not understand what they read, making the production of some type of text difficult. For this reason, in this work the objective is stated: The application of the interrogation strategy will favor the comprehension and production of fabulescos narrative texts in the students of the 3rd grade "D" in the IE. 2059 Sweden. With this strategy the teacher will achieve more significant learning and will give the students control of their learning, gaining independence in them. The interrogation will also stimulate the writing of text, since when asked about the reading read it will invite you to look for answers and these in turn will generate new questions. This work is an action research, where the research teacher, like the student, participates actively in the whole process. The approach used is qualitative, one of the characteristics is to describe the observed behaviors in the results. To collect the information, 3 types of instruments were used: checklist, field diary and video. The results showed that the students developed the ability to understand what they read through group dialogue, they showed a better organization when answering the questions posed; they also managed to produce their texts in a coherent way, where they themselves posed questions at the same time that they created their fables. The fact that the students created their fable taking into account the experiences with their pet, helped to make the learning obtained more meaningful and experiential.
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