Examinando por Materia "Niveles de lectura"

Mostrando 1 - 3 de 3
  • Miniatura
    PublicaciónAcceso abierto
    Flipped Classroom para el fortalecimiento de la comprensión lectora en los estudiantes del grado 10° de la IE Escuela Normal Superior Santa Teresita mediante el uso de contenidos de Streaming
    (2023-02-13) López Díaz, José Armando; Martínez, Javier Antonio
    Developing reading and writing processes that link strategies mediated by Information and Communication Technologies (ICT), generates greater motivation in students and helps their learning to be more meaningful. The purpose of this research is to design a methodological proposal from the Flipped Classroom model, which allows the strengthening of reading comprehension in 10th grade students of the Educational Institution Escuela Normal Superior Santa Teresita. Methodologically, a qualitative research was chosen, in which the study phenomenon is described from the analysis of the reading levels of the students. In addition, the Participatory Action Research (PAR) design or approach was used, using participant observation, interview and survey as techniques for the collection of information; with a sample of 36 students. From the results obtained, it is indicated that with the implementation of the methodological route "StreamingFlip" based on the Flipped Classroom model, students were able to significantly strengthen their reading comprehension, expressing their satisfaction with the implemented methodology and highlighting the use of Streaming contents as support materials for the construction of new learning.
  • Miniatura
    PublicaciónAcceso abierto
    Fortalecimiento de los niveles de comprensión lectora de las estudiantes de 9ºB de la institución educativa La Inmaculada a través del uso pedagógico de las plataformas de Streaming
    (2023-02-13) Cavadía Sierra, Daniela; Vásquez Padilla, Martha Milena; Martínez, Javier
    The aim of this study is to improve the reading comprehension of students in the ninth grade B of the La Inmaculada Educational Institution in the city of Monteria through the pedagogical use of streaming platforms. The research was structured under a qualitative approach methodology, using the Participatory Action Research (PAR) method. Thirty-nine students of grade 9-B of the institution in question, aged between 13 and 15, participated in the study. Tools such as participant observation, literature review and interview were used, which contributed to the development of this teaching strategy, which resulted in the improvement of reading levels (inferential and critical) and text production skills through the pedagogical use of streaming platforms. It was concluded that the students were able to give new meaning to the digital content, apply it to their experiences and make it functional in their relationship with reality.
  • Miniatura
    PublicaciónRestringido
    Impacto de una estrategia metacognitiva en la competencia de lectura de los estudiantes de grado sexto de la Institución Educativa Aguas Negras
    (2022-08-23) González Moreno, Duván José; Rivas Ariza, Wendy Karelis; Correa Londoño, Marisol
    The general objective of this research was to "Analyze the impact of a Metacognitive strategy on the reading competence of sixth grade students of the Aguas Negras Educational Institution". The methodology used in this investigative process was carried out under the parameters of the qualitative approach with a descriptive statistical analysis. The population under study was made up of 78 students, the participants were made up of the GET. For the collection of information, the didactic sequence was designed and validated, elaborated through guides of 6 sessions, taking into account the competences according to the levels of Critical Reading in which the students were, making evident and helping to identify in the students the level of reading competence, before applying the metacognitive strategy and if they advanced in the following levels after the application. It began with the diagnostic test, then the sequence for data collection and finally, the closing test, to validate the effectiveness of the strategy on the development of Critical Reading with the metacognitive approach. According to the analysis of the information, it is accepted that the impact of the metacognitive strategy on the critical reading competence was satisfactory and that the pertinent results were achieved in the sixth grade students of the I.E Aguas Negras.