Bibliographic citations
Villar, G., (2020). Efectos de la técnica de texto interferido sobre la comprensión lectora en el área de Comunicación Integral en Estudiantes de 4to Grado de Educación Primaria del Colegio Bertolt Brecht [Universidad Nacional de Educación Enrique Guzmán y Valle]. http://repositorio.une.edu.pe/handle/20.500.14039/5411
Villar, G., Efectos de la técnica de texto interferido sobre la comprensión lectora en el área de Comunicación Integral en Estudiantes de 4to Grado de Educación Primaria del Colegio Bertolt Brecht []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2020. http://repositorio.une.edu.pe/handle/20.500.14039/5411
@phdthesis{sunedu/3129256,
title = "Efectos de la técnica de texto interferido sobre la comprensión lectora en el área de Comunicación Integral en Estudiantes de 4to Grado de Educación Primaria del Colegio Bertolt Brecht",
author = "Villar Mayuntupa, Gustavo Marino",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2020"
}
The present thesis entitled: Effects of the technique of interfered text on the reading comprehension in the area of Integral Communication in 4th grade students of primary education of the School Bertolt Brecht, Lima Cercado, 2016, is a research with a quantitative and quasi-experimental approach. The sample consisted of 55 students of both sexes divided into two groups (experimental and control). To collect the data, the Progressive Reading Comprehension (CLP) test was used. Level 4 form A for the pretest evaluation and form B for the posttest evaluation. The instruments used are valid (validity coefficient V of Aiken of 0.86) and reliable (Kuder Richardson coefficient- 20 for form A of 0.635 and for form B of 0.740). For the test of the hypothesis the inferential statistical t of Student was used. Regarding the results, significant differences were found in reading comprehension between the experimental group and the control group after treatment (t = 2.770, p <.05) in favor of the experimental group. It was concluded that the Interfered Text technique used through the metacognitive program applied allows the improvement of reading comprehension.
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