Factores académicos, sociales y psicológicos que influyen en la compresión lectora de los alumnos y alumnas de la Escuela El Cacao circuito 10 de la Dirección Regional de Pérez Zeledón, durante el curso lectivo 2006.
Fecha
2007
Autores
Vargas Ureña, Cindy
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Editor
Universidad Nacional, Costa Rica
Resumen
El objetivo del trabajo de tesis es dar a conocer los factores académicos, sociales y psicológicos que influyen en la comprensión lectora de los alumnos y alumnas de la escuela El Cacao, circuito 10, Dirección Regional de Pérez Zeledón, durante el curso lectivo 2006. La investigación se desarrolló en la Escuela El Cacao, ubicada en la comunidad de Cacao, distrito de Volcán, Cantón de Buenos Aires, provincia de Puntarenas. Se trabajó con quince estudiantes, los cuales representan la totalidad de la población educativa, nueve padres de familia de los alumnos en estudio y un docente de los estudiantes investigados. La fundamentación teórica consiste en ofrecer una definición de comprensión de lectura, presentar sus niveles , algunas técnicas correspondientes; la evaluación, antecedentes históricos, definición y objetivos de la lectura, tipos de lectura, la lectura en el aula, la bibliografía adecuada para la práctica de la lectura, los recursos disponibles para la lectura, el ambiente familiar, la definición de familia, los tipos de familias, el nivel académico de la familia y la comunidad, la actitud hacia la lectura y motivación hacia la lectura. La investigación es de carácter descriptivo con un enfoque cuantitativo, ya que consiste en analizar e interpretar hechos relacionados con la comprensión lectora. La recolección de los datos se obtuvo mediante tres instrumentos. Estos fueron aplicados tanto a los alumnos y alumnas, como a los padres de familia de estos y la docente de los alumnos en estudio. Los datos obtenidos fueron analizados e interpretados por medio de cuadros y gráficos. Algunas de las conclusiones más importantes son: Los alumnos manifiestan que practican poco la lectura, sienten temor y miedo en el momento de leer frente a sus compañeros, el nivel académico de sus padres es importante para la intervención de ellos en el aprendizaje de los niños; además, en algunas ocasiones sienten desagrado hacia las lecturas asignadas en la clase. En cuanto a los padres de familia estos manifiestan que la correcta selección de las lecturas asignadas a sus hijos favorece la motivación hacia la lectura y una buena relación familiar le ayuda al niño en el proceso de enseñanza aprendizaje. Es importante que los padres lean con sus hijos para que los niños no vean la lectura como una actividad desagradable.
The objective of the thesis work is to show the academic, social and psychological factors that influence the reading comprehension of the students of El Cacao School, circuit 10, Regional Directorate of Pérez Zeledón, during the 2006 school year. The research was carried out at El Cacao School, located in the community of Cacao, district of Volcán, Cantón de Buenos Aires, province of Puntarenas. We worked with fifteen students, which represent the totality of the educational population, nine parents of the students under study and one teacher of the students investigated. The theoretical foundation consists of offering a definition of reading comprehension, presenting its levels, some corresponding techniques, evaluation, historical background, definition and objectives of reading, types of reading, reading in the classroom, adequate bibliography for the practice of reading, available resources for reading, family environment, definition of family, types of families, academic level of the family and the community, attitude towards reading and motivation towards reading. The research is descriptive with a quantitative approach, since it consists of analyzing and interpreting facts related to reading comprehension. Data collection was obtained through three instruments. These were applied to both male and female students, as well as to their parents and the teacher of the students under study. The data obtained were analyzed and interpreted by means of tables and graphs. Some of the most important conclusions are as follows: The students state that they practice reading very little, they feel fear and apprehension at the moment of reading in front of their classmates, the academic level of their parents is important for their intervention in the children's learning; besides, in some occasions they feel displeasure towards the assigned readings in class. As for the parents, they state that the correct selection of the readings assigned to their children favors motivation towards reading and a good family relationship helps the child in the teaching-learning process. It is important that parents read with their children so that the children do not see reading as an unpleasant activity.
The objective of the thesis work is to show the academic, social and psychological factors that influence the reading comprehension of the students of El Cacao School, circuit 10, Regional Directorate of Pérez Zeledón, during the 2006 school year. The research was carried out at El Cacao School, located in the community of Cacao, district of Volcán, Cantón de Buenos Aires, province of Puntarenas. We worked with fifteen students, which represent the totality of the educational population, nine parents of the students under study and one teacher of the students investigated. The theoretical foundation consists of offering a definition of reading comprehension, presenting its levels, some corresponding techniques, evaluation, historical background, definition and objectives of reading, types of reading, reading in the classroom, adequate bibliography for the practice of reading, available resources for reading, family environment, definition of family, types of families, academic level of the family and the community, attitude towards reading and motivation towards reading. The research is descriptive with a quantitative approach, since it consists of analyzing and interpreting facts related to reading comprehension. Data collection was obtained through three instruments. These were applied to both male and female students, as well as to their parents and the teacher of the students under study. The data obtained were analyzed and interpreted by means of tables and graphs. Some of the most important conclusions are as follows: The students state that they practice reading very little, they feel fear and apprehension at the moment of reading in front of their classmates, the academic level of their parents is important for their intervention in the children's learning; besides, in some occasions they feel displeasure towards the assigned readings in class. As for the parents, they state that the correct selection of the readings assigned to their children favors motivation towards reading and a good family relationship helps the child in the teaching-learning process. It is important that parents read with their children so that the children do not see reading as an unpleasant activity.
Descripción
Licenciatura en pedagogía con énfasis en I y II ciclos de la educación general básica.
Palabras clave
COMPRENSIÓN DE LECTURA, LECTURA, ENSEÑANZA DE LA LECTURA, ENSEÑANZA PRIMARIA, READING COMPREHENSION, READING, READING INSTRUCTION, PRIMARY EDUCATION