Programa de estrategias “Smart Reading Lab” para mejorar la comprensión de textos en inglés
No Thumbnail Available
Date
2026-03-20
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como objetivo analizar si el programa de estrategias “Smart Reading Lab”, diseñado bajo el modelo instruccional 5E, logró fortalecer la comprensión de textos escritos en inglés en estudiantes de cuarto grado de secundaria. Este estudio se desarrolló bajo un enfoque cuantitativo, de diseño cuasi experimental, con una aplicación de pretest y postest. La muestra estuvo conformada por 52 estudiantes, distribuidos en un grupo control (n=27) y un grupo experimental (n=25). Para la recolección de datos se utilizó una prueba de 20 ítems, organizada en cuatro dimensiones de cinco preguntas, orientadas a evaluar distintos niveles de comprensión textual. El programa fue implementado en el grupo experimental mediante sesiones estructuradas, en las cuales fueron estructuradas cinco estrategias de lectura basadas en la indagación, la metacognición y la aplicación de las etapas del modelo instruccional 5E. El análisis de los datos se realizó mediante una estadística descriptiva e inferencial después de haber aplicado la prueba de Wilcoxon y Mann-Whitney. Estos resultados evidenciaron mejoras significativas en la comprensión de textos en inglés, tanto en el puntaje global como en las dimensiones evaluadas, a diferencia del grupo control. Se concluye que el programa “Smart Reading Lab” constituye una propuesta pertinente y efectiva para potenciar la comprensión lectora en inglés en estudiantes de secundaria.
The present research aimed to analyze whether the strategy program Smart Reading Lab, designed under the 5E instructional model, succeeded in strengthening English reading comprehension in fourth-grade secondary students. This study was conducted using a quantitative approach and a quasi-experimental design, with the application of a pretest and a posttest. The sample consisted of 52 students, distributed into a control group (n = 27) and an experimental group (n = 25). For data collection, a 20-item test was used, organized into four dimensions of five questions each, aimed at assessing different levels of text comprehension. The program was implemented in the experimental group through structured sessions in which five reading strategies were developed, based on inquiry, metacognition, and the application of the stages of the 5E instructional model. Data analysis was carried out using descriptive and inferential statistics, applying these after conducting the Wilcoxon and Mann–Whitney tests. The results showed significant improvements in English reading comprehension, both in the overall score and in the evaluated dimensions, unlike the control group. It is concluded that the Smart Reading Lab program constitutes a relevant and effective proposal for enhancing English reading comprehension in secondary students.
The present research aimed to analyze whether the strategy program Smart Reading Lab, designed under the 5E instructional model, succeeded in strengthening English reading comprehension in fourth-grade secondary students. This study was conducted using a quantitative approach and a quasi-experimental design, with the application of a pretest and a posttest. The sample consisted of 52 students, distributed into a control group (n = 27) and an experimental group (n = 25). For data collection, a 20-item test was used, organized into four dimensions of five questions each, aimed at assessing different levels of text comprehension. The program was implemented in the experimental group through structured sessions in which five reading strategies were developed, based on inquiry, metacognition, and the application of the stages of the 5E instructional model. Data analysis was carried out using descriptive and inferential statistics, applying these after conducting the Wilcoxon and Mann–Whitney tests. The results showed significant improvements in English reading comprehension, both in the overall score and in the evaluated dimensions, unlike the control group. It is concluded that the Smart Reading Lab program constitutes a relevant and effective proposal for enhancing English reading comprehension in secondary students.
Description
Keywords
Comprensión de textos, Estrategias de lectura, Programa “Smart Reading Lab”, Modelo instruccional 5E, Inglés como lengua extranjera, Reading comprehension, Reading strategies, Smart Reading Lab program, 5E instructional model, English as a foreign language