Bibliographic citations
Soto, E., (2018). Gestión curricular de la enseñanza de la comprensión lectora en docentes del nivel Primaria de la Institución Educativa N° 32472 de Huamalíes [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1926
Soto, E., Gestión curricular de la enseñanza de la comprensión lectora en docentes del nivel Primaria de la Institución Educativa N° 32472 de Huamalíes [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1926
@misc{renati/801809,
title = "Gestión curricular de la enseñanza de la comprensión lectora en docentes del nivel Primaria de la Institución Educativa N° 32472 de Huamalíes",
author = "Soto Tocto, Edwing Nivardo",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The proposal is a qualitative action plan that has the purpose of improving the curricular management of the teaching of reading comprehension in teachers of the primary level of the Educational Institution No. 32472 of Huamalíes. An instrument was designed to collect information and the in-depth interview was applied to a sample of 5 teachers in order to identify perceptions about the management of strategies to raise the levels of achievement in student text comprehension. The results showed that there are causes that influence the problem such as curricular management, monitoring and accompaniment, and social skills that make this problem more and more acute. Short-term objectives were proposed such as: strengthening the capacities of teachers in the application of strategies for reading comprehension in the area of communication, optimizing activities for monitoring and accompanying pedagogical practice in reading comprehension in the area of communication, empowering the teacher in the management of strategies for the management of disruptive behaviors during the reading comprehension sessions of the communication area, all this to reverse the problem by implementing a series of alternatives such as the implementation of awareness workshops and an update workshop on comprehension strategies. In addition, key points are being taken into account for the implementation of the new monitoring and accompaniment where the teacher is truly assisted in all its dimensions. The director as a pedagogical leader is primarily responsible for school management, he is the one who must train effective leaders within the school. Motivated teachers will shape their pedagogical practice in the classroom, thereby improving the learning of their students, taking into account the rhythms and levels of learning.
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