EFFECTS OF AN EDUCATIONAL INTERVENTION IN READING COMPREHENSION

被引:0
|
作者
Escalante-San Roman, Gabriela [1 ]
Mezquita-Hoyos, Y. [1 ]
De Lille-Quintal, M. [1 ]
机构
[1] Univ Autonoma Yucatan, Merida, Mexico
来源
9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17) | 2017年
关键词
educational intervention; students; reading comprehension;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In evaluations conducted in 2006, the International Student Assessment Program (PISA), the Organization for Economic Co-operation and Development (OECD), the World Bank, and the Organization for Education, Science and Culture Of the United Nations (UNESCO) found that in the fields of reading comprehension, the students in elementary school in Mexico were below the educational level of the developed countries (OCDE, 2007)[1][2]. These assessments reflect the great problem that exists within the national education system as students fail to develop adequate reading skills that allow them to assimilate and apply knowledge related to it. Therefore, it is considered that a fundamental aspect to achieve a meaningful learning is the understanding of texts. This research presents the results of the application of a reading comprehension workshop, aimed at students of the last grade of elementary school in Mexico, which aimed to improve reading comprehension by teaching different strategies that allow students to have a better understanding In the texts. Changes in text comprehension were measured using a pretest-post test design, with a control group, (Campbell and Stanley, 1966)[3]. Using a T-student test of related samples: t (29) = -2.15, p = .04, there were found statistically significant differences in the experimental group from pretest to posttest: M = 4.09 to M = 4.96, respectively. In conclusion it can be affirmed that the procedures used in the workshop did contribute to the improvement of the understanding of texts.
引用
收藏
页码:9615 / 9619
页数:5
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