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La fábula: Estrategia didáctica para la comprensión lectora en niños del tercero de básica del cantón Montalvo, Los Ríos
| dc.contributor.advisor | Castillo Zuñiga, Victor | |
| dc.contributor.author | Chang Morales, Magdalena del Rocío | |
| dc.date.accessioned | 2024-05-21T21:05:54Z | |
| dc.date.available | 2024-05-21T21:05:54Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16407 | |
| dc.description | Currently, there is a loss of reading habits in students, which leads to serious problems whose solution, if not proceeded in time, becomes irreversible. An example is the consequent loss of reflective interpretation abilities of the contents and the deficit of critical thinking. The use of fables as a pedagogical tool to improve children's reading comprehension is one of the didactic strategies that has been the object of interest in the educative community. The objective of this research is to analyze the fable as a didactic strategy within the teaching and learning process, to strengthen reading comprehension in children in the third ear of the John F. Kenned School of Basic Education. Research was developed based on the quantitative, correlational approach. Where a survey was applied to diagnose reading comprehension in 16 children. Which showed that seventy-five percent had comprehension difficulties. To solve this, seven reading workshops were developed with the fable as a resource, subsequently an exam was applied, its results show that eight one percent of the students achieved a development of reading comprehension at a literal, inferential and analytical level. There was also an increase in communication skills, psychological, emotional, and spiritual development. What confirms the hypothesis. | es_ES |
| dc.description | Currently, there is a loss of reading habits in students, which leads to serious problems whose solution, if not proceeded in time, becomes irreversible. An example is the consequent loss of reflective interpretation abilities of the contents and the deficit of critical thinking. The use of fables as a pedagogical tool to improve children's reading comprehension is one of the didactic strategies that has been the object of interest in the educative community. The objective of this research is to analyze the fable as a didactic strategy within the teaching and learning process, to strengthen reading comprehension in children in the third ear of the John F. Kenned School of Basic Education. Research was developed based on the quantitative, correlational approach. Where a survey was applied to diagnose reading comprehension in 16 children. Which showed that seventy-five percent had comprehension difficulties. To solve this, seven reading workshops were developed with the fable as a resource, subsequently an exam was applied, its results show that eight one percent of the students achieved a development of reading comprehension at a literal, inferential and analytical level. There was also an increase in communication skills, psychological, emotional, and spiritual development. What confirms the hypothesis. | es_ES |
| dc.description.abstract | Actualmente existe una pérdida de hábitos lectores en los estudiantes lo que conduce a graves problemas cuya solución, de no proceder a tiempo, se hace irreversible. Un ejemplo resulta la pérdida consecuente de capacidades de interpretación reflexiva de los contenidos el déficit de pensamiento crítico El uso de las fábulas como herramienta pedagógica para mejorar la comprensión lectora de los niños es una de las estrategias didácticas que ha sido objeto de interés en la comunidad educativa. El objetivo de esta investigación es analizar la fábula como estrategia didáctica dentro del proceso de enseñanza aprendizaje, para el fortalecimiento de la comprensión lectora en los niños del tercer año de la Escuela de Educación Básica John F. Kennedy Se desarrolló una investigación basada en el enfoque cuantitativo, de tipo correlacional; donde se aplicó una encuesta para el diagnóstico de la comprensión lectora en 16 niños. Como resultados de determinó que el 75 % de los niños presentaba dificultades de comprensión. Para dar solución al problema se desarrollaron 7 talleres de lectura con la fábula como recurso, posteriormente se aplica un examen, sus resultados muestran que el 81 % de los estudiantes logró un desarrollo de la comprensión lectora a nivel literal, inferencial y analítico. También se obtuvo un aumento en las habilidades de comunicación, el desarrollo psicológico, emocional y espiritual. Lo que confirma la hipótesis. | es_ES |
| dc.format.extent | 66 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2024 | 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 | Lectura | es_ES |
| dc.subject | Comprensión lectora | es_ES |
| dc.subject | Fábula | es_ES |
| dc.subject | Herramienta pedagógica | es_ES |
| dc.title | La fábula: Estrategia didáctica para la comprensión lectora en niños del tercero de básica del cantón Montalvo, Los Ríos | es_ES |
| dc.type | masterThesis | es_ES |
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