Reading comprehension in students from first to third grade with “Escuela Nueva” methodology
The General Education Law (1994) establishes among the objectives of elementary school, the development of communicative skills to read and understand. Analyzed the results of the “SABER” tests for third grade in language (2014), low reading comprehension performances were observed in students of th...
- Autores:
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/11476
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9396
https://repositorio.uptc.edu.co/handle/001/11476
- Palabra clave:
- Reading comprehension
New School
Didactic action
Action research
SABER Tests
Comprensión lectora
Escuela Nueva
Acción didáctica
Investigación acción
Pruebas saber
- Rights
- openAccess
- License
- Derechos de autor 2019 EDUCACIÓN Y CIENCIA
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2019-04-292024-07-05T18:24:21Z2024-07-05T18:24:21Zhttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/939610.19053/0120-7105.eyc.2018.21.e9396https://repositorio.uptc.edu.co/handle/001/11476The General Education Law (1994) establishes among the objectives of elementary school, the development of communicative skills to read and understand. Analyzed the results of the “SABER” tests for third grade in language (2014), low reading comprehension performances were observed in students of the San Pablo campus with Escuela Nueva (EN) methodology. For this reason, a didactic action was implemented that complemented the EN guidelines for the improvement of reading skills in students from first to third grade of primary school, taking contributions from authors such as Henao, Coronel, Thorne, Solé, Jolibert, Blythe, among others. For this purpose, the methodology of qualitative researchaction was followed through diagnostic tests, comparative results between the previous tests and implementation of the didactic action, with which better reading performance was obtained in the students by carrying out several activities around reading, being seen the transformation of the pedagogical practice of the teacher.La Ley General de Educación (1994) establece entre los objetivos de Básica, el desarrollo de habilidades comunicativas para leer y comprender. Analizados los resultados de las Pruebas Saber lenguaje 3° (2014), se observaron bajos desempeños de comprensión lectora en estudiantes de la sede San Pablo con metodología Escuela Nueva (EN). Por esta razón, se implementó una acción didáctica que complementó las guías de EN para el mejoramiento de habilidades lectoras en estudiantes de primero a tercero de primaria, tomando aportes de autores como Henao, Coronel, Thorne, Solé, Jolibert, Blythe, entre otros. Para tal fin, se siguió la metodología de investigación acción cualitativa mediante pruebas diagnósticas, comparativo de resultados entre las anteriores pruebas e implementación de la acción didáctica, con la cual se obtuvo mejor desempeño lector en los estudiantes mediante la realización de varias actividades en torno a la lectura, viéndose involucrada la transformación de la práctica pedagógica del docente. application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9396/7846Derechos de autor 2019 EDUCACIÓN Y CIENCIAinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Educación y Ciencia; Núm. 21 (2018); 93-1072805-6655Reading comprehensionNew SchoolDidactic actionAction researchSABER TestsComprensión lectoraEscuela NuevaAcción didácticaInvestigación acciónPruebas saberReading comprehension in students from first to third grade with “Escuela Nueva” methodologyComprensión lectora en estudiantes de primero a tercero de Escuela NuevaReading comprehension in students from first to third grade with “Escuela Nueva” methodologyArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleTexthttps://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85Ávila Cepeda, Hugo AlfonsoJiménez Pinzón, RosalbinaTorres Ortiz, Jaime AndrésPublicationTEXT7846.html.txt7846.html.txtExtracted texttext/plain5690https://repositorio.uptc.edu.co/bitstreams/4e849b2f-2b3b-49fe-80dc-dfb83c2a1e39/download5976adf59d9dd9fa95299ba09ca27e41MD52falseAnonymousREADORIGINAL7846.htmltext/html33550https://repositorio.uptc.edu.co/bitstreams/1d0b1f27-b737-4c4a-b15d-cb6ce227b7a3/downloadeb1ada57b8be7623de8f3f7792254f15MD51trueAnonymousREAD001/11476oai:repositorio.uptc.edu.co:001/114762026-09-29 06:41:19.251open.accesshttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com |
| dc.title.en-US.fl_str_mv |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| dc.title.es-ES.fl_str_mv |
Comprensión lectora en estudiantes de primero a tercero de Escuela Nueva |
| dc.title.fr-FR.fl_str_mv |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| title |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| spellingShingle |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology Reading comprehension New School Didactic action Action research SABER Tests Comprensión lectora Escuela Nueva Acción didáctica Investigación acción Pruebas saber |
| title_short |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| title_full |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| title_fullStr |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| title_full_unstemmed |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| title_sort |
Reading comprehension in students from first to third grade with “Escuela Nueva” methodology |
| dc.subject.en-US.fl_str_mv |
Reading comprehension New School Didactic action Action research SABER Tests |
| topic |
Reading comprehension New School Didactic action Action research SABER Tests Comprensión lectora Escuela Nueva Acción didáctica Investigación acción Pruebas saber |
| dc.subject.es-ES.fl_str_mv |
Comprensión lectora Escuela Nueva Acción didáctica Investigación acción Pruebas saber |
| description |
The General Education Law (1994) establishes among the objectives of elementary school, the development of communicative skills to read and understand. Analyzed the results of the “SABER” tests for third grade in language (2014), low reading comprehension performances were observed in students of the San Pablo campus with Escuela Nueva (EN) methodology. For this reason, a didactic action was implemented that complemented the EN guidelines for the improvement of reading skills in students from first to third grade of primary school, taking contributions from authors such as Henao, Coronel, Thorne, Solé, Jolibert, Blythe, among others. For this purpose, the methodology of qualitative researchaction was followed through diagnostic tests, comparative results between the previous tests and implementation of the didactic action, with which better reading performance was obtained in the students by carrying out several activities around reading, being seen the transformation of the pedagogical practice of the teacher. |
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2019 |
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2024-07-05T18:24:21Z |
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2019-04-29 |
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https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9396 10.19053/0120-7105.eyc.2018.21.e9396 |
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https://repositorio.uptc.edu.co/handle/001/11476 |
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https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9396 https://repositorio.uptc.edu.co/handle/001/11476 |
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https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9396/7846 |
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Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
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info:eu-repo/semantics/openAccess |
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Universidad Pedagógica y Tecnológica de Colombia |
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Educación y Ciencia; Núm. 21 (2018); 93-107 |
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2805-6655 |
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