Mostrar el registro sencillo del ítem
Las estrategias de enseñanza y su incidencia en la comprensión lectora a los estudiantes de la UE Francisco Huerta Rendon, 2021
| dc.contributor.advisor | Blaschke Guillen, Gisella Elizabeth | |
| dc.contributor.author | Parraga Santisteban, German Jose | |
| dc.date.accessioned | 2022-12-06T22:27:24Z | |
| dc.date.available | 2022-12-06T22:27:24Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13438 | |
| dc.description | The research project will allow knowing why reading comprehension deficits occur in sixth grade students of the "Francisco Huerta Rendon" U.E in the city of Babahoyo, province of "Los Ríos". Today it is very important that generations learn to develop cognitive and metacognitive strategies and develop critical thinking that allows them to learn autonomously. It is necessary to measure in students that they understand how important reading comprehension is and what it means to obtain reflective, analytical learning by learning the most important ideas of the text, and relating them to concepts that have new meaning for the reader. The applied methodology was scientific, in addition the analysis was carried out in a quantitative and qualitative way, proceeding to carry out the survey of 45 students which allowed us to establish that the students do not understand what they read, therefore they cannot express themselves critically and reflexively, therefore that a teaching strategy was developed to help improve reading comprehension in sixth grade students of Basic General Education. The purpose of this work is to provide teachers and students with a solid conceptual base, about the mechanisms and intellectual tools, which act when analyzing, inferring, understanding and interpreting written texts. It is recommended that they generate a taste for reading, so that they can establish an adequate sequence, interpretation and analysis. Apply a guide to teaching strategies to develop reading comprehension. | es_ES |
| dc.description | The research project will allow knowing why reading comprehension deficits occur in sixth grade students of the "Francisco Huerta Rendon" U.E in the city of Babahoyo, province of "Los Ríos". Today it is very important that generations learn to develop cognitive and metacognitive strategies and develop critical thinking that allows them to learn autonomously. It is necessary to measure in students that they understand how important reading comprehension is and what it means to obtain reflective, analytical learning by learning the most important ideas of the text, and relating them to concepts that have new meaning for the reader. The applied methodology was scientific, in addition the analysis was carried out in a quantitative and qualitative way, proceeding to carry out the survey of 45 students which allowed us to establish that the students do not understand what they read, therefore they cannot express themselves critically and reflexively, therefore that a teaching strategy was developed to help improve reading comprehension in sixth grade students of Basic General Education. The purpose of this work is to provide teachers and students with a solid conceptual base, about the mechanisms and intellectual tools, which act when analyzing, inferring, understanding and interpreting written texts. It is recommended that they generate a taste for reading, so that they can establish an adequate sequence, interpretation and analysis. Apply a guide to teaching strategies to develop reading comprehension. | es_ES |
| dc.description.abstract | El proyecto de investigación permitirá conocer porque se produce los déficits de comprensión lectora en los estudiantes de sexto grado de la U.E “Francisco Huerta Rendon” de la ciudad de Babahoyo, provincia de “Los Ríos”. Hoy en día es muy importante que las generaciones aprendan a desarrollar estrategias cognitivas, meta cognitiva y desarrollen el pensamiento crítico que les permitan aprendizajes autónomos. Es necesario medir en los estudiantes que comprendan cuán importante es la comprensión lectora y lo que significa obtener un aprendizaje reflexivo, analítico al aprender las ideas más importantes del texto, y relacionarlas con los conceptos que tienen significado nuevos para el lector. La metodología aplicada fue científica, además el análisis se realizó de manera cuantitativa y cualitativa, procediéndose a realizar la encuesta a 45 estudiantes las cuales nos permitieron establecer que los educandos no comprenden lo que leen, por ende no pueden expresarse crítica y reflexivamente, por lo que se desarrolló una estrategia de enseñanza que ayude a mejorar la comprensión lectora en los estudiantes de sexto grado de Educación General Básica. El presente trabajo tiene como finalidad brindar a los docentes y alumnos una sólida base conceptual, acerca de los mecanismos y herramientas intelectuales, que actúen al analizar, inferir, comprender e interpretar los textos escritos. Se recomienda que generen gusto por la lectura, para que puedan establecer secuencia adecuada, interpretación y análisis. Aplicar una guía de estrategias de enseñanza para desarrollar la comprensión lectora. | es_ES |
| dc.format.extent | 74 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Estrategias | es_ES |
| dc.subject | Lectura | es_ES |
| dc.subject | Técnicas | es_ES |
| dc.subject | Enseñanza | es_ES |
| dc.title | Las estrategias de enseñanza y su incidencia en la comprensión lectora a los estudiantes de la UE Francisco Huerta Rendon, 2021 | es_ES |
| dc.type | bachelorThesis | es_ES |
Ficheros en el ítem
Este ítem aparece en la(s) siguiente(s) colección(ones)
Excepto si se señala otra cosa, la licencia del ítem se describe como Atribución-NoComercial-SinDerivadas 3.0 Ecuador