Aprendizaje dialógico para incrementar la comprensión lectora en cuarto grado de Educación Primaria
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Date
2026-03-13
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio tuvo como objetivo incrementar la comprensión lectora mediante la aplicación del aprendizaje dialógico en estudiantes de cuarto grado de educación primaria. Se desarrolló una investigación de diseño preexperimental con enfoque cuantitativo, mediante la cual se recopilaron datos utilizando técnicas de encuesta e instrumentos como el cuestionario. La población estuvo conformada por 60 estudiantes de cuarto grado de una institución educativa de Chorrillos, de los cuales se seleccionó una muestra de 28 estudiantes con edades comprendidas entre 9 y 10 años. La intervención consistió en 15 sesiones de aprendizaje dialógico, acompañadas de la aplicación de un pretest y un postest, orientadas a fortalecer los niveles literal, inferencial y crítico de la comprensión lectora. Los resultados evidenciaron un incremento significativo en el rendimiento de los estudiantes, con avances más notorios en el nivel crítico. Se concluye que el aprendizaje dialógico constituye una estrategia efectiva para potenciar la comprensión lectora en sus niveles literal, inferencial y crítico, con mayor énfasis en el último, en estudiantes de educación primaria.
The present study aimed to increase reading comprehension through the application of dialogic learning in fourth-grade primary school students. A preexperimental research design with a quantitative approach was carried out, through which data were collected using survey techniques and instruments such as questionnaires. The population consisted of 60 fourth-grade students from an educational institution in Chorrillos, from which a sample of 28 students aged between 9 and 10 years was selected. The intervention consisted of 15 dialogic learning sessions, accompanied by the administration of a pretest and a posttest, aimed at strengthening the literal, inferential, and critical levels of reading comprehension. The results showed a significant increase in students’ performance, with the most noticeable progress at the critical level. It is concluded that dialogic learning constitutes an effective strategy for strengthening reading comprehension at the literal, inferential, and critical levels, with particular emphasis on the critical level, among primary education students.
The present study aimed to increase reading comprehension through the application of dialogic learning in fourth-grade primary school students. A preexperimental research design with a quantitative approach was carried out, through which data were collected using survey techniques and instruments such as questionnaires. The population consisted of 60 fourth-grade students from an educational institution in Chorrillos, from which a sample of 28 students aged between 9 and 10 years was selected. The intervention consisted of 15 dialogic learning sessions, accompanied by the administration of a pretest and a posttest, aimed at strengthening the literal, inferential, and critical levels of reading comprehension. The results showed a significant increase in students’ performance, with the most noticeable progress at the critical level. It is concluded that dialogic learning constitutes an effective strategy for strengthening reading comprehension at the literal, inferential, and critical levels, with particular emphasis on the critical level, among primary education students.
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Keywords
Aprendizaje dialógico, Comprensión lectora, Educación primaria, Nivel literal, Nivel inferencial, Nivel crítico, Dialogic learning, Reading comprehension, Primary education, Literal level, Inferential level, Critical level