Citas bibligráficas
Castro, T., Espinal, L. (2018). Factores que contribuyen al éxito del programa "Leer es estar adelante" en escuelas urbano-marginales de la Región Lima [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/12304
Castro, T., Espinal, L. Factores que contribuyen al éxito del programa "Leer es estar adelante" en escuelas urbano-marginales de la Región Lima [Tesis]. PE: Pontificia Universidad Católica del Perú; 2018. http://hdl.handle.net/20.500.12404/12304
@mastersthesis{sunedu/4372509,
title = "Factores que contribuyen al éxito del programa "Leer es estar adelante" en escuelas urbano-marginales de la Región Lima",
author = "Espinal Dolorier, Liseth Chersly",
publisher = "Pontificia Universidad Católica del Perú",
year = "2018"
}
This research is the result of a case study of the “Leer es estar Adelante” (reading is being ahead) program, implemented in two marginal schools in Lima Center and Comas of the province of Lima. We started with the premise that the program fosters the improvement in reading comprehension skills in our country. It also fights the lack of methodology in the urban-marginal schools throughout the country (based on the PISA test, in 2012, Peru was in the last place of 65 countries around the world)3, in the last PISA 2016, the reading comprehension levels improved (compared to PISA test 2015, when Peru was ranked 62 out of 72 countries in reading comprehension, besides being the Latin American country with the highest growth)4. The Leer es estar Adelante program started editing texts in 2007 with the support of 19 similar public schools from five regions in the country. By 2008, Adelante texts were available, distributed and delivered to each school and child. In 2010, private companies embraced this initiative. They adopted the role of partners, benefiting schools nearby their areas of influence. The elements of the program help the implementation and, clearly, the achievement of results that have been obtained throughout the execution years. The Instituto de Estudios Peruanos (IEP - Peruvian Studies Institute) implements the program and develops each component (educational material, teachers’ training and support, together with learning measuring. The main objective of this research is to determine the management factors that have improved the reading comprehension results in boys and girls from third to sixth level of primary school (8 to 10 years old) that are benefited by the program. In 2012, 2013 and 2014, students from Nuestra Señora del Carmen and Virgen de Guadalupe schools participated in this program. The strategies employed by each component were analyzed to determine the success of the program and to strengthen its implementation. Thanks to this work, we can propose improvements in the social management of the program, together with presenting the external factors of the applied management. Finally, we would like to highlight the articulated work among the Ministry for Education, the private sector and the civil society to improve the reading comprehension skills in boys and girls. 3Ranking PISA 2012 http://cde.elcomercio.pe/66/ima/0/0/7/0/4/704444.jpg?ref=nota_sociedad&ft=contenidovv v (Consultado: el 12 de enero de 2017) 4 PISA 2015 https://www.oecd.org/pisa/pisa-2015-results-in-focus-ESP.pdf (Consultado: el 12 de enero de 2017)
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