Bibliographic citations
Fajardo, Y., Lozano, M. (2013). Niveles de lectura de niños con deficiencia auditiva neurosensorial de 3er grado de primaria rehabilitados con la metodología auditivo oral. [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/5022
Fajardo, Y., Lozano, M. Niveles de lectura de niños con deficiencia auditiva neurosensorial de 3er grado de primaria rehabilitados con la metodología auditivo oral. []. PE: Pontificia Universidad Católica del Perú; 2013. http://hdl.handle.net/20.500.12404/5022
@mastersthesis{sunedu/2653158,
title = "Niveles de lectura de niños con deficiencia auditiva neurosensorial de 3er grado de primaria rehabilitados con la metodología auditivo oral.",
author = "Lozano Achuy, Miosoty",
publisher = "Pontificia Universidad Católica del Perú",
year = "2013"
}
The objective of the current research is to describe reading levels of children with hearing impairment, from 3rd grade of elementary school and from 8 to 11 years old, who have been rehabilitated by auditory – oral method. The research design is cross – sectional descriptive study. The sample technique used was intentional, non probabilistic sampling. The characterization process started choosing the school specialized in children with hearing impairment, named CEBE “Fernando Wiese Eslava”, taking the inclusion and exclusion criteria into consideration. Describe the reading levels of third grade children, year in which they graduate to be included in regular schools, was sought. Then, the collection of data was taken using the adapted version of the PROLEC-R Evaluation of Processes of Reading. The objective was to identify the reading learning difficulties and the cognitive processes responsible of them. The results showed the reading level of the selected sample. Subsequently, the data analysis was carried out the performance of the sample was properly interpreting. The sample end the statistical analysis of the results have been defined and classified according to the major indexes and the established categories. The results showed that the evaluated group had the highest percentage in the process of word identification and lexical processes which demonstrate reading and speed. The children of this study presented difficulty in the grammatical structure comprehension at the syntactic process. In the semantic process, there is a remarkable lack of comprehension in sentences as well as oral and text comprehension.
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