dc.contributor | Romero Coloma, MIrna Carola | |
dc.creator | Castro Tomala, Héctor Valentín | |
dc.creator | Vera Santander, Darío José | |
dc.date.accessioned | 2020-12-04T16:43:13Z | |
dc.date.accessioned | 2023-03-09T15:51:21Z | |
dc.date.available | 2020-12-04T16:43:13Z | |
dc.date.available | 2023-03-09T15:51:21Z | |
dc.date.created | 2020-12-04T16:43:13Z | |
dc.date.issued | 2020-10 | |
dc.identifier | APA | |
dc.identifier | http://repositorio.ug.edu.ec/handle/redug/50247 | |
dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/6080126 | |
dc.description.abstract | This research was carried out with second year high school students from the “Francisco Huerta Rendón” School from the 2020-2021 school period, it focused on compression as it is a basic skill with which students experience problems when trying to understand a text.
Due to the global health emergency because Covid-19, education was affected and adapted to the virtual modality. Two research instruments were used for data compilation: the student survey in “Google Forms” and an interview with the teacher using “Zoom”. The results confirmed a reading comprehension problem and difficulty with inferences in readings.
A large part of the students (70%) and the teacher consider that a didactic guide aimed at the teacher will enhance the strengthening of reading comprehension and inferential reading, thus encouraging the reading of short texts, greater capacity and efficiency when making inferences | |
dc.description.abstract | Esta investigación se realizó con estudiantes de segundo de bachillerato del Colegio “Francisco Huerta Rendón” del periodo lectivo 2020 – 2021, se enfocó en la compresión lectora por ser una habilidad básica con la cual los estudiantes experimentan problemas al tratar de entender un texto.
Debido a la emergencia sanitaria mundial por Covid-19, la educación se vio afectada y se adaptó a la modalidad virtual. Se utilizaron dos instrumentos de investigación para la compilación de datos: la encuesta a los estudiantes en “Google Forms” y una entrevista a la docente mediante “Zoom”. Los resultados confirmaron un problema de comprensión lectora y dificultad con inferencias en lecturas realizadas.
Una gran parte de los estudiantes (70%) y la docente consideran que una guía didáctica dirigida al docente potenciara el fortalecimiento de la comprensión lectora y la lectura inferencial logrando incentivar a la lectura de textos cortos, mayor capacidad y eficiencia al realizar inferencias | |
dc.language | eng | |
dc.publisher | Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación | |
dc.rights | openAccess | |
dc.subject | READING COMPREHENSION | |
dc.subject | INFERENTIAL READING | |
dc.subject | TEACHING GUIDE | |
dc.title | Influence of the inferential reading technique on reading comprehension | |
dc.type | bachelorThesis | |