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Estrategias metodológicas y su aporte en el desarrollo de la comprensión lectora en niños/as de tercer año de la Escuela de Educación Básica Isabel La Católica del cantón Babahoyo, Provincia Los Ríos, año 2020
| dc.contributor.advisor | Jordán Yépez, Angela | |
| dc.contributor.author | Flores Elinan, Nardy Yulisa | |
| dc.date.accessioned | 2020-10-27T20:23:00Z | |
| dc.date.available | 2020-10-27T20:23:00Z | |
| dc.date.issued | 2020 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/9040 | |
| dc.description | Methodological strategies are a source of search for knowledge for reading. The study was carried out with students of the third year of elementary school of the Isabel La Católica Educational Unit, it was descriptive - explanatory with a documentary-bibliographic methodology, with scientific basis for the theoretical support of the variables, with which the phenomenon was studied On the lack of reading comprehension in the students, teachers and parents were interviewed, through the observation sheet the problems of the students were detected when facing several texts without reading skills, inference and lack of critical analysis when not Understanding what they read, through interviews with teachers and parents, it was evidenced that teachers do not frequently use methodological strategies, even more so due to the health emergency, teachers lack training in the use of strategies for the development of reading skills In students, it was detected that parents do not need the reading habit, since they give little im due to reading, in observation some children do not know how to read, they stutter and the little they read does not perform a critical analysis of reading, based on this analysis different methodological strategies were revealed that provide input to the student, which allows What they read and can express an opinion, it is concluded that teachers must use new strategies or interactive resources that motivate and promote students' reading comprehension. | es_ES |
| dc.description | Methodological strategies are a source of search for knowledge for reading. The study was carried out with students of the third year of elementary school of the Isabel La Católica Educational Unit, it was descriptive - explanatory with a documentary-bibliographic methodology, with scientific basis for the theoretical support of the variables, with which the phenomenon was studied On the lack of reading comprehension in the students, teachers and parents were interviewed, through the observation sheet the problems of the students were detected when facing several texts without reading skills, inference and lack of critical analysis when not Understanding what they read, through interviews with teachers and parents, it was evidenced that teachers do not frequently use methodological strategies, even more so due to the health emergency, teachers lack training in the use of strategies for the development of reading skills In students, it was detected that parents do not need the reading habit, since they give little im due to reading, in observation some children do not know how to read, they stutter and the little they read does not perform a critical analysis of reading, based on this analysis different methodological strategies were revealed that provide input to the student, which allows What they read and can express an opinion, it is concluded that teachers must use new strategies or interactive resources that motivate and promote students' reading comprehension. | es_ES |
| dc.description.abstract | Las estrategias metodológicas son fuente de búsqueda del conocimiento para la lectura. El estudio se ejecutó con estudiantes del tercer año de básica de la Unidad Educativa Isabel La Católica, fue de tipo descriptivo – explicativo con una metodología documental-bibliográfica, con base científica para el sustento teórico de las variables, con el cual se estudió el fenómeno sobre de la falta de comprensión lectora en los estudiante, se entrevistó a docentes y padres de familia, mediante la ficha de observación se detectó la problemática de los estudiantes al enfrentarse a varios textos sin habilidades de lectura, inferencia y falta de análisis crítico al no comprender lo que leen, mediante entrevista a docentes y padres se evidenció que los docentes no utilizan de manera frecuente estrategias metodológicas, más aun debido a la emergencia sanitaria, los docentes carecen de capacitación en el uso de estrategias para el desarrollo de habilidades de destrezas lectora en los estudiantes, se detectó que los padres de familia no contribuyen al hábito lector, ya que le dan poca importancia a la lectura, en la observación algunos niños no saben leer , tartamudean y lo poco que leen no realizan un análisis crítico de la lectura, en base a este análisis se dio a conocer diferentes estrategias metodológicas que brindan aporte al estudiante, que le permita entender lo que leen y puedan emitir una opinión, se concluye que los docentes deben emplear nuevas estrategias o recursos interactivos que motiven y favorezcan la comprensión lectora de los estudiantes. | es_ES |
| dc.format.extent | 30 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2020 | 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 metodológicas | es_ES |
| dc.subject | Comprensión lectora | es_ES |
| dc.subject | Recursos interactivos | es_ES |
| dc.subject | Motivación | es_ES |
| dc.title | Estrategias metodológicas y su aporte en el desarrollo de la comprensión lectora en niños/as de tercer año de la Escuela de Educación Básica Isabel La Católica del cantón Babahoyo, Provincia Los Ríos, año 2020 | es_ES |
| dc.type | bachelorThesis | es_ES |
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