THE EFFECTS OF A WORKSHOP IN LEARNING STRATEGY OF READING COMPREHENSION

The present results are on the application of a workshop on reading comprehension with three groups of students in the third year of high school. The intervention consisted of 10 sessions of 50 minutes approximately (once a week), where it was taught learning strategies, based on the model of human information processing; acquisition, storage and recovery. To measure the reading comprehension was applied the Spanish part of the test Evaluacion Nacional de Logro Academico en Centros Escolares (Enlace, 2011) and to determinate the effectiveness of the workshop, it was implemented a pretest-postest design with a control group. The analysis showed these results: in the pretest (U Mann- Withney analysis) It was not found any difference between the mean of the two experimental groups (MI=3.33, M2=3.00 and M3=2.60) and the control group (M=2.33). Analyzing the post-test results with the same test, to compare the experimental groups and the control group, the results show that the experimental group 1 (M1=8. 33, M2=5. 83 and M3=5. 80) had statistically significant differences between the control group (M=5), as it can be seen the three experimental groups improved but the group 1 did it better. Finally, comparing the mean of the pretest and the post-test of each group by itself, with the Wilcoxon analysis, it was found that each one showed statistically significant differences in favor of the post-test (Z1=-2.032, Z2=-2.214, Z3=-2.615 with a p<.05) showing an improvement in the reading comprehension. In conclusion the implemented workshop improved the level of reading comprehension of the students, especially the experimental group 1. The results were interpreted by the theory that guided the workshop and the teachers who participated in the different classes of the students.