This work is licensed under a Creative Commons
Attribution/NonCommercial-ShareAlike 4.0
Attribution-NonCommercial-ShareAlike 4.0
International Public License - CC BY-NC-SA 4.0
https://creativecommons.org/licenses/by-nc-
sa/4.0/legalcode.es
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
revistasinergia@soyuo.mx
Page 98-116
Received: August 03, 2020
Approved: November 01, 2020
Influence of sensitized readings of stories
on the development of inferential ability
in secondary education.
Influencia de las lecturas sensibilizadas de cuentos en el
desarrollo de la capacidad inferencial en la educación
secundaria
Yene Pilar Álvarez Paucar
*
Giuliana del Socorro Raggio Ramírez
*
Segundo Pio Vásquez Ramos
*
Abstract
The comprehension of written texts is considered one of the tasks
that poses the greatest difficulties for students of the educational
levels of the Peruvian system, for this reason the present research
aims to determine the influence of sensitized reading of stories on
the development of the inferential capacity in students of the first
grade of secondary education of the Educational Institution of
Application Marcos Durand Martel de Huánuco, Peru, 2017. The
design is quasi-experimental of the 76 students, 30 were selected, for
which an experimental group and a control group, applying a pre-
test and a post-test, the applied instrument contains 8 texts and a total
of 28 closed questions. The Student's t test was applied in which a
significance level of 95% reliability was set (α = 0.052 tails); whose
result is that the p-value is less than the significance level (0.000
<0.05). It was concluded that there are statistically significant
* Doctora en Educación de la Universidad Nacional
Enrique Guzmán y Valle, yalvarez@eespmdm.edu.pe,
0000-0001-8735-6015
* Doctora en Administración de la Educación, Universidad
Cesar Vallejo, Lima, Perú,
giulianaraggior@ucvvirtual.edu.pe, 0000-0002-0082-2050
* Doctor, Maestro en Docencia Universitaria, Universidad
Cesar Vallejo, Lima, Perú. Spivar77@hotmail.com, 0000-
0002-0367-5711
Article
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
99
differences between the scores before and after having applied the
sensitized readings of stories in the development of inferential
capacity in the experimental group, which means that sensitized
readings significantly influence the development of inferential
capacities in students.
Key words: Sensitized readings, stories, inferential capacity,
secondary education.
Resumen
Se considera a la comprensión de textos escritos como una de las
tareas que plantea mayores dificultades a los estudiantes de los
niveles educativos del sistema peruano, por ello la presente
investigación tiene por objetivo determinar la influencia de las
lecturas sensibilizadas de cuentos en el desarrollo de la capacidad
inferencial en los estudiantes del primer grado de educación
secundaria de la Institución Educativa de Aplicación Marcos Durand
Martel de Huánuco, Perú, 2017. El diseño es cuasi-experimental de
los 76 estudiantes se seleccionaron 30, para de los cuales se
conformaron un grupo experimental y un grupo control, aplicando
un pre test y un post test, el instrumento aplicado contiene 8 textos y
un total de 28 preguntas cerradas. Se aplicó la prueba de t de Student
en el cual se fijó un nivel de significación de 95% de confiabilidad
(α = 0,052 colas); cuyo resultado obtenidos es que el p-valor es
menor que el nivel de significación (0,000 < 0,05).Se llegó a la
conclusión de que existen diferencias estadísticamente significativas
entre los puntajes antes y después de haber aplicado las lecturas
sensibilizadas de cuentos en el desarrollo de la capacidad inferencial
en el grupo experimental, lo que significa que las lecturas
sensibilizadas influyen significativamente en el desarrollo de las
capacidades inferenciales en los estudiantes.
Palabras clave: lecturas sensibilizadas, cuentos, capacidad
inferencial, educación secundaria.
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
100
Introduction
Comprehension of written texts is considered one of the most
difficult tasks for students in the Peruvian educational system. The
skills required to understand a written text can be taught and learned
by means of different strategies, for which it is necessary to identify
the problems faced by students of different ages and social sectors
when faced with a narrative text. The present research aims to
determine the influence of sensitized reading of stories on the
development of inferential skills in secondary school students.
The habit of reading provides several benefits, among them the
acquisition of knowledge, understanding of other realities,
improvement of our communicative capacity, and the development
of analytical, problem-solving and association skills (Tinta, 2019).
According to cognitive models, text comprehension is a dynamic
process of constructing coherent representations and inferences at
multiple levels of the text and context. (Van Den Broek, 1997).
Education, assumes an important role in addressing inequities
present throughout life, allows the improvement of people, being a
fundamental part in the technological, scientific and innovative
aspect for the development of the country (Gordillo, 2018). For
Tobón (2007) For the achievement of social development,
competent and committed professionals are required, essential of
contemporary higher education. For López and Narváez (2019).
According to the results of the PISA 2018 test, Peru obtained an
average of 401 in the reading comprehension test, improving in
relation to that achieved in 2015, the result was 398, however it is
ranked 64th out of 77 countries of the International Student
Assessment program of the Organization for Economic Cooperation
and Development (OECD). (Minedu, 2019). These results ratify the
deficient level of students in reading comprehension in its literal,
inferential and critical levels. (Tinta, 2019).
The data reveal that text comprehension is the main problem in
students' performance, as well as in the quality of their learning.
(González, K., 2008). Reading comprehension is essential for all
educational levels (Guevara, Guerra, Delgado, & Flores, 2014).
The entrance to secondary schooling implies for the student a series
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
101
of cognitive linguistic challenges related to conceptual learning from
disciplinary texts. (Roldán, 2019). The low level of reading
comprehension affects both the academic context and personal and
professional development, it is a social problem (León, Escudero and
Olmos, 2012). For Cassany (2015), he mentions we read and write
with the aim of convincing, requesting, arguing, regulating
behaviors, among others. Language is the means and the end of the
development of human thought. (Magdalena., 2019).
It is necessary to apply cognitive strategies to minimize the
percentage of students with lack of reading habits (Sucari and
Núñez, 2020). One of the causes is due to the evaluation based on
the textual repetition of what is read, rarely admitting an idea of their
own mental elaboration, when, precisely, this could be an individual
representation (comprehension) achieving an effective and deep
reading, as a consequence of a dialogic relationship with the text.
When this happens, the valuable opportunity to guide the student in
reading as a logical, meaningful and pleasurable process is lost. The
student, unmotivated, is lost for reading; perhaps, later on, secondary
education can recover him, although it will be in a limited way.
Currently the practice of reading stories has been lost due to the lack
of availability of parents, because reading arises at home; The lack
of training of teachers to properly use this medium, causing apathy
and frustration on the part of students at the time of narration. The
school, in general, wastes a crucial moment with the communication
courses by working the text linked to science or literature, far from
the real and concrete life of children. (Córdova, 2006). Likewise, to
develop skills in the reading-writing process, other disciplines are
needed to optimize basic psychological processes such as attention,
perception and memory, related to the improvement of reading,
writing and argumentative skills, since reading is a complete
activity, providing information, reflection, analysis, effort and
concentration. (Ahmed, 2011).
The story, used as a pedagogical strategy, contributes to create
learning environments and teaching practices, captivating students
and attracting them to learning. One of the keys to the pedagogical
success of this teaching tool is that what it seeks to teach is
transmitted in a natural way and gives free rein to the students' own
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
102
interpretation. It is learned through the situations told in the stories
from generation to generation.
This research proposal seeks to rethink the situation observed in
elementary schools, offers teachers enriching tools, stimulates
students to use their oral expressions by raising awareness of the
readings as part of the research, by telling them stories of the region,
turning the educational process into something meaningful for them.
Reading is a complex human phenomenon studied mainly by an area
of neuroscience called cognitive psychology, an interdisciplinary
scientific specialty, which takes important contributions from both
brain and cognitive sciences and psychology in general to elaborate
rigorous scientific models trying to understand and explain what
happens inside the brain during the process of reading and other
similar cognitive phenomena.
Goodman (1982) is the leader of the psycholinguistic model. This
model is based on the following assumptions: reading is a language
process, readers are language users, linguistic concepts and methods
can explain reading, nothing readers do is accidental; everything is
the result of their interaction with the text. Reading requires thought
processes, to understand a complex activity and the psycholinguistic
component is the articulating axis, when the reader has insufficient
cognitive strategies, comprehension is executed inadequately.
(Moreno, et al., 2010)
Braslavsky, (2005), to encourage comprehension in narrative stories,
before reading the teacher should raise a question about its purposes;
generate hypotheses derived from the title, make illustrations, know
the author's name, etc.; During reading: generate and answer
questions, seek the meaning of words unknown to students; and after
reading: relive what was read through oral retelling, make drawings
and dramatizations, etc. (Lalama et al, 2018), state that school
libraries are an important proposal for the development of skills and
reading habits, it also implies a favorable environment of free access
to information for the educational community, creating learning
situations that contribute to the development of art, science and
culture of the populations.
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
103
The UNESCO report, Quality Education for All: A Matter of Human
Rights (2007), states that education must promote traditional basic
competencies, in addition to providing the necessary elements to
fully exercise citizenship; contribute to a culture of peace and to the
transformation of society. Therefore, we affirm that teaching how to
learn to learn, to coexist and to undertake in the school of the 21st
century has become an imperative if we intend to respond to the
challenges of the complexity of daily, social, regional, national and
global political life, as well as to reconcile this unavoidable social
responsibility with a personal life project.
Therefore, the existence of the sensitization of readings is a
communication, active and creative process from which a
transformation is promoted, in activities and behaviors, benefiting
society with assertive information and recommended means to
awaken and raise awareness about a particular problem. The
authorities of the Educational Institution should take into
consideration the implementation of the sensitized stories as a
didactic resource, it can help the student to overcome the difficulties
with the learning of the readings.
When arriving at the classroom, the decision on what to teach should
be in accordance with the educational purposes, in balance with the
social demands, those of personal development and those derived
from the political, social and cultural project to be promoted through
school education. Thus, the capacities are associated with cognitive
and socio-affective processes, they guarantee the integral formation
of the person; they are manifested through a content or set of them
and constitute a base from which new knowledge continues to be
processed, incorporated and produced. Due to this comprehensive
and integrating nature, the capabilities cross horizontally and
vertically the curricular proposals of the different levels and
modalities of the educational system and must be addressed by the
different disciplines, areas or curricular spaces in order to achieve
more and better learning for all.
Several investigations have shown that children have more
difficulties in answering inferential questions as opposed to literal or
explicit ones (Paris et al, 1991). The process of replacing implicit
information in the text is based on the generation of inferences. The
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
104
ability to generate inferences is fundamental to be able to understand
a text. (Abusamra, Cartoceti, Ferreres, De Beni & Cornoldi, 2009).
Inferences are the set of mental processes based on the information
offered by a text, and the mental representation processed by the
reader, producing new implicit knowledge in the reader. They are
constructed when, by means of relationships and associations, the
local or global meaning of the text is understood (Parodi, 2005). The
inferential process is part of complex thinking, it challenges the
student to innovate, create and integrate knowledge, it is essential to
understand and solve problems, the basis for the development of the
educational, pedagogical and didactic model. (Mora, 2020).
Inferences are made in three ways, connecting events with others in
a story, filling in the gaps in the text, and adding events from the
context and the reader's schemas to the text. The inferential dynamic
becomes essential for comprehension tasks. (Ferreiro, E., 1982). For
the comprehension of a text, the reader uses the acquired knowledge,
in addition to the inferential capacity and links it to the social
context. (Guerra, E., and Forero, C., 2015).
Developing the inferential capacity is possible through the detective
story due to its enigmatic character, the inconclusive situations, its
unconventional structure and the implicit actions that the reader must
reveal, leading the student to make inferences.
Most of the researches consider that the main problem about reading
difficulties are the failures of the decoding process that a subject
faces for reading comprehension. (Juric, L., Andrés, M., Introzzi, I.
& Richard's, M., 2007). Therefore, didactic strategies should be
implemented motivating students to read and different types of
readings in order to improve students' reading comprehension.
This was also stated by (Zapata, S., and Esthefany, M., 2016). In
their thesis had the purpose of designing a Didactic Manual of
Comprehensive Reading in the area of Language and Literature for
students of Fourth Year of Basic Education, these highlighted the
importance of reading and its influence in the teaching-learning
process, in the intellectual development and the construction of new
knowledge. Thus, they propose new didactic strategies to achieve
reading comprehension of students, to adopt the habit of reading,
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
105
with the implementation of pedagogical, technological and
administrative resources.
So also (Caballero, 2017), which analyzes the relationship between
reading habits and reading comprehension of computer science
students of the institute of higher education "La Recoleta, Yanahuara
Arequipa. A descriptive, correlational and transversal design was
used. Two measurement instruments were applied to a sample of 10
computer science students: a questionnaire on reading habits and a
second questionnaire on reading comprehension. The results indicate
a lack of significant relationship between reading habit and reading
comprehension. From the statistical analysis of each of the two
variables, a significant difference was found between the level of
reading habit of the students and the level of reading comprehension,
69% of the sample is in the medium level of the reading habit scale,
while 55% of the sample is in the very low level of reading
comprehension.
The sensitizing readings of stories as memory enablers are
considered relevant, they contribute to a better teaching-learning
process, thus obtaining a significant learning. This method can be
considered as the basis for the development of language, thus
increasing oral expression, stimulating imagination, awakening
curiosity, giving free rein to fantasy, softening tensions and helping
to resolve conflictive states of the students.
Therefore, the development of the research intends an active
participation of the students, by listening and respecting the opinions
of others and finding in group the solution to the problems posed,
thus promoting the inferential capacity. It is important to carry out
this research if it demonstrates the development of the inferential
capacity, includes a different way of presenting the sensitized stories
and becomes something pleasant and meaningful for the student.
It is important to propose pedagogical practices and give importance
to textual comprehension and production in the teaching-learning
process (Dománico, J., 2008). It is committed to learning
environments for reading, from less extensive readings until the
student becomes accustomed to reading a complete book.
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
106
Both teachers and parents benefit from the implementation of
pedagogical actions based on the sensitized stories, because they
contribute to the development of a taste for reading, while at the
same time strengthening their affective dimension, and the
strengthening of coexistence values, especially respect for their
peers. Thus, teachers should use effective, didactic, innovative and
constructivist pedagogical strategies. (Soledispa, Arce, Zuña and
Ramos, 2019). Also consider training to carry out a correct planning,
solve problems, consolidating the pedagogical practice towards
constructivism. (Muñoz, 2020; Solis, 2019).
In the face of globalization, education makes efforts to ensure that
students use new technologies and digital environments in order to
enhance skills, experiences and abilities to face different experiences
(Rodríguez, 2019). For López and Narváez (2019) the use and
incorporation of Information and Communication Technologies
(ICT) in education, arises as a substantiated need, in the field of
learning. (Ponce, 2018; Castagnola et al. 2020).
Materials and methods
The present research has a quantitative, descriptive and explanatory
approach, with a quasi-experimental design. Tafur & Izaguirre
(2015). For the variable sensitized reading of stories, the following
dimensions were used: textual and discursive; and for the variable
development of inferential capacity, the dimensions popular, literary
and science fiction stories were used.
The population under study consisted of the students of the first
grade of secondary education of the Institución Educativa de
Aplicación Marcos Durand Martel de Huánuco - Perú, 2017, in total
there were 76 students from 4 sections, the study sample was
selected through a non-probabilistic sampling of the intentional type,
the students of section "C" were chosen as the experimental group
and the students of section "D" were chosen as the control group
(Table 1).
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
107
Table 1 Experimental and control group study sample.
Section
Male
Female
Total
%
C
53,33
D
46,67
TOTAL
100.00
Note: Data obtained from the secretary of the UGEL Leoncio Prado 2014.
For data collection, the following techniques and instruments were
used: documentary research, student coding and tabulation. The data
are presented in statistical tables of the results of the experimental
and control groups, and the results are also presented in the
appendices for verification of the case.
The applied instrument contains 8 texts and a questionnaire of 28
items, of inferential characteristic that are popular, literary and
science fiction stories. The questions are closed, multiple choice, to
avoid interference, comprehension - written expression; they have 3
alternatives each one in order to minimize random interventions at
the time the student selects the answer.
The results are presented in statistical tables and figures; these results
were analyzed through descriptive statistics with the help of SPSS
statistical software version 24.0, which was oriented to the
achievement of the specific objectives of the research. For the
reliability of the instruments, Cronbach's alpha coefficient was used
and Student's t-statistic was applied to test the research hypothesis.
To analyze the normality of the data obtained during the research,
the Shapiro-Wilk test was applied because it contained a sample of
30 students; a confidence level of 95% was considered; if the p-value
is less than the significance level (p < ), athen the H0 (null
hypothesis) is rejected, otherwise it is accepted.
For data collection and research, certain protocols were followed,
such as requesting authorization permits from the Director of the
Instituto Superior Pedagógico Marcos Duran Martel of the city of
Huánuco and the validity of the instrument by means of expert
judgment.
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
108
Results
The results of the research were organized from the quantitative
point of view obtained by the students of the Institución Educativa
de Aplicación Marcos Duran Martel from the pre-test and post-test,
the results obtained by the students of the first grade "C" conforms
the experimental group and the students of section "D" are members
of the control group of the first grade of secondary education in the
year 2017, the results are exposed from a descriptive perspective,
then the research hypothesis will be contrasted. Subsequently, the
exposed findings are discussed, to arrive at conclusions and
suggestions.
For the analysis of the study hypothesis, the scores obtained in the
pre-test by the students of the experimental and control groups were
analyzed, then the comparison between the scores obtained in the
pre- and post-test by the students of the experimental group after
having applied the study variable will be made and finally the
relationship between the post-test scores of the experimental and
control groups will be determined.
Table 2 Independent samples test of pretest scores of the
experimental and control groups.
t-test for equality of means
t
gl
Sig.
(bilateral)
Differenc
e in
averages
Standard
error
difference
95% confidence
interval of the
difference
Inferior
Superior
Pre-
test
score
Equal
variances are
assumed
1,504
0,144
1,286
,855
-,466
3,037
Equal
variances are
not assumed
1,547
25,
969
0,134
1,286
,831
-,423
2,995
Note: Data obtained from the application of the questionnaire.
According to the results of the pre-test scores of the experimental
and control groups in Table 2, we conclude statistically similar
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
109
results between the scores, before having applied the readings in the
development of the inferential capacity in the students of the first
grade of secondary education.
Table 3. Related samples test of the pre- and post-test scores of the
experimental group.
According to the results in Table 3, Student's t test for related
samples. The p-value is less than the significance level (0.001 <
0.05). Therefore, the null hypothesis is rejected and it is concluded
that there are statistically significant differences between the scores
before and after having applied the readings in the development of
inferential ability in the experimental group.
Ov1900rall
Ov1900rall
Ov1900rall
EXPERIMENTAL
GROUP
CONTROL GROUP DIFFERENCE
Related differences
t
gl
Sig.
(bilateral)
Media
Standar
d
deviatio
n.
Standard
error of
the mean
95% Confidence
interval for the
difference
Inferi
or
Superior
Post test
experimental
group -
Experimental
group pretest
2.750
2.620
.655
1.354
4.146
4.198
0.001
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
110
Figure 1. Group pre-test averages
According to Figure 1, the result of the pre-test showed that the
average obtained was 14 points for the members of the experimental
group, while the control group had an average of 12.71 points, with
a difference of 1.29 points.
Figure 2. Post-test averages of the groups.
Both groups were given a post-test based on 20 points, as shown in
Figure 1, and the result of the post-test, the average obtained was
16.75 for the members of the experimental group, while the control
group had an average of 13.07 points, with a difference of 3.68
points.
Discussion
With respect to the general research hypothesis formulated, the
results confirm that the t Student for related samples. The p-value is
less than the significance level (0.001 < 0.05). Therefore, the null
hypothesis is rejected and it is concluded that there are statistically
significant differences between the scores before and after having
applied the sensitized readings in the development of inferential
ability in the experimental group, this confirms with the results
obtained from Caballero (2017) where he states that there is a
significant difference between the level of students' reading habit
and the level of reading comprehension, since 69% of the sample is
in the medium level of the reading habit scale.
16,75
13,07
3,68
EXPERIMENTAL
GROUP
CONTROL
GROUP
DIFFERENCE
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
111
In the same way (Zapata and Esthefany 2016). In their thesis didactic
manual of comprehensive reading in the area of language and
literature for students in the fourth year of basic education, which
highlights the influence of reading in the teaching-learning process,
in intellectual development and the construction of new knowledge,
thus proposing new didactic strategies for reading comprehension,
strategies to adopt the habit of reading, with the implementation of
pedagogical, technological and administrative resources.
References
Abusamra, V., Cartoceti, R., Ferreres, A., De Beni, R. y Cornoldi,
C. (2009). La comprensión de textos desde un enfoque
multicomponencial. El test “leer para comprender”. Ciencias
Psicológicas, III (2) ,193-200.
https://www.redalyc.org/articulo.oa?id=4595/459545420008
Bravslavsky, B. (2005). Enseñar a entender lo que se lee. La
alfabetización en la familia y en la escuela. Buenos Aires:
Fondo de Cultura Económica. Universidad Nacional de La
Plata, Argentina. Revista Iberoamericana de Educación
Caballero Jara, K. (2017). El hábito de lectura y el nivel de
comprensión lectora en estudiantes de Informática del
Instituto de Educación Superior Tecnológico “La Recoleta”,
Yanahuara, Arequipa - 2016. Universidad Nacional de San
Agustín de Arequipa.
http://repositorio.unsa.edu.pe/handle/UNSA/2990.
Castagnola, G., Castagnola, V., Castagnola, A. y Castagnola, C.
(2020). Aprendizaje cooperativo y su la relación con las
competencias laborales en una universidad privada de Trujillo,
2020. Centro Sur. Social Science Journal. 4 (3).
http://www.centrosureditorial.com/index.php/revista/article/v
iew/74/266
Cooper, J. D. (1990). Como Mejorar la Comprensión Lectora.
Madrid, Aprendizaje Visor-MEC.
Cortes, J., Castañeda, J. y Daza, J. (2018). Comprensión lectora en
estudiantes universitarios. Espirales revistas
multidisciplinarias. 2 (22).
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
112
https://www.revistaespirales.com/index.php/es/article/view/3
81/290.
Dománico, J. (2008) La competencia escrituraria y la comprensión
de textos en el contexto académico.
Ferreiro, Emilia. (1982). Procesos de adquisición de la lengua
escrita dentro del contexto escolar. Lectura y Vida (3), 6-10.
Guevara, Y., Guerra, J., Delgado, U., y Flores, C. (2014).
Evaluación de distintos niveles de comprensión lectora en
estudiantes Mexicanos de Psicología, Acta Colombiana de
Psicología. 17 (2), 113-121.
https://doi.org/10.14718/ACP.2014.17.2.12
Guerra, E., y Forero, C. (2015). Estrategias para el desarrollo de la
comprensión de textos académicos. Zona Próxima, (22), 33-
55.
https://www.redalyc.org/articulo.oa?id=853/85339658004
Goodman, K. (1982). El proceso de lectura: consideraciones a
través de las lenguas y del desarrollo. México: Siglo XXI.
González, K. (2008). Propuesta de un programa para mejorar la
comprensión de textos en estudiantes universitarios. Revista
electrónica instituto de investigación en educación
universidad de Costa Rica. 8(2). pp. 1- 31.
https://revistas.ucr.ac.cr/index.php/aie/article/view/9334/1780
5
Gordillo, P. (2018) La desidia por la educación media-superior.
Centro Sur - Grupo Compás, 2 (2).
http://www.redalyc.org/articulo.oa?id=588861693004.
Grimaldo, S. y Sepúlveda, M. (2019) Dificultades lectoras y su
relación con la percepción visual y los movimientos oculares
en estudiantes de 2, 3 y 4 de primaria de un colegio privado de
la ciudad de Girardot. Espirales revistas multidisciplinarias. 3
(30).
https://www.revistaespirales.com/index.php/es/article/view/6
29/546
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
113
Heimlich, J. E.; Pittelman, S. D. (1991) Los mapas semánticos:
estrategias de aplicación en el aula. Madrid: Visor.
Hernández, D., Meyer, E., y Moreno, L. (2016). Estrategias
cognitivas para la comprensión lectora de textos narrativos en
estudiantes de segundo grado de Educación Básica Primaria
en una Institución Educativa de la ciudad Barranquilla.
Universidad del Norte Barranquilla
Juric, L., Andrés, M., Introzzi, I. y Richard's, M. (2007).
Asociaciones entre rendimiento en comprensión de textos y
estrategias pedagógicas utilizadas por docentes. Psicología
Escolar e Educacional, 11(2), 211-221.
https://doi.org/10.1590/S1413-85572007000200003
Lalama, A., Troya, I., Figueroa, E. y Proaño, M. (2018) Bibliotecas
escolares: una oportunidad para construir sueños. Espirales
revistas multidisciplinarias. 2 (15).
https://www.revistaespirales.com/index.php/es/article/view/2
10/147
León, J. A. (2004). ¿Por qué las personas no comprenden lo que
leen? Why people do not understand what they read?
Psicología Educativa, 10, 101-116.
López, F. y Narváez, J. (2019). Calidad en la educación superior
basado en competencias en la universidad de Guayaquil hacia
la formación del talento humano. Journal of business and
entrepreneurial studies, 3 (2).
http://journalbusinesses.com/index.php/revista/article/view/2
1/43
Magdalena, J. (2019). Alfabetización inicial en Venezuela.
Evolución histórica desde el desaprendizaje y el racionalismo
crítico. Espirales revistas multidisciplinarias. 3 (31).
https://www.revistaespirales.com/index.php
/es/article/view/689/601
Minedu (2019). Resultados de la Evaluación PISA 2018.
http://umc.minedu.gob.pe/wp-content/uploads/2019/12/PISA-
2018-Resultados.pdf
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
114
Molinari, C. y Duarte, A. (2007). Comprensión del texto narrativo e
inferencias. Subjetividad y procesos cognitivos, (10) ,163-183.
https://www.redalyc.org/pdf/3396/339630249007.pdf
Montanero, M. (2002). Inferencias profundas en la comprensión del
texto expositivo. Universidad de extremadura.
https://www.jstor.org/stable/23765924?read-
now=1&seq=1#page_thumbnails_tab_contents
Mora, Y. (2020) La eficacia de la docencia en la educación
universitaria desde la perspectiva del pensamiento del
pensamiento complejo. Consideraciones epistémicas. Centro
Sur - Grupo Compás, 4 (1).
http://www.redalyc.org/articulo.oa?id=588861673020
Moreno, J. et al. (2010) Prácticas lectoras: comprensión y
evaluación. Tendencias, estado y proyecciones. Forma y
Función, 23(1), p. 145-175,
https://revistas.unal.edu.co/index.php/formayfuncion/article/v
iew/18168/19080.
Muñoz, S. (2020) Estrategias para mejorar el rendimiento académico
de la asignatura de matemáticas. Formación docente -revista
iberoamericana de educación. 3 (3) http://www.revista-
iberoamericana.org/index.php/es/article/view/43/118
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development
of strategic readers. In R. Barr, P. D. Pearson, M. Kamil & P.
Mosenthal (Eds.), Handbook of reading research, (2), pp. 609–
640. New York: Longman
Parodi. (2005). La competencia inferencial en la comprensión de
textos argumentativos y Expositivos. Buenos Aires:
Universidad de Buenos Aires.
Ponce, J. (2018) Tecnologías de información y comunicación en el
desempeño escolar. Sinergias educativas - Grupo Compás, 3
(2). http://www.redalyc.org/articulo.oa?id=573561678005
Rand Corporation. (2002). Chapter Three variability in reading
comprehension. From the book Reading for Understanding:
Toward an R&D Program in Reading Comprehension. pp. 19-
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
115
28 (10 pages)
http://www.jstor.com/stable/10.7249/mr1465oeri.11
Rodríguez, A. (2019). La necesaria revolución de la educación
universitaria en el Perú. Sinergias educativas - Grupo Compás.
5 (1).
http://sinergiaseducativas.mx/index.php/revista/article/view/6
6/152
Roldán, L. (2019). Leer, comprender y aprender en la escuela
secundaria: enfoques y perspectivas. Psicología USP, 30.
https://doi.org/10.1590/0103-6564e20180126
Soledispa, C., Arce, A. Zuña, E. Ramos, J. (2019). El portafolio
electrónico del docente universitario como una evidencia de su
labor educativa. Journal of business and entrepreneurial
studies, 4 (1).
http://journalbusinesses.com/index.php/revista/article/view/4
9/144
Solis, P. (2019) Calidad en la educación superior basado en
competencias en universidades públicas. Formación docente -
revista iberoamericana de educación. 2 (3).
http://www.revista-iberoamericana.org/index.php
/es/article/view/26/68
Smith, F. (1983). Comprensión de la lectura. México: Trillas.
Tinta, M. (2019). Aplicación del enfoque cognitivo, comunicativo y
sociocultural en la comprensión de textos literarios en
estudiantes de secundaria. Revista Innova Educación, 1(1),
118-139. https://doi.org/10.35622/j.rie.2019.01.011
Trías, Daniel, & Huertas, Juan Antonio (2009). Autorregulación del
aprendizaje y comprensión de textos: estudio de intervención.
Ciencias Psicológicas, (1), 7-16.
https://www.redalyc.org/articulo.oa
Van den Broek, F. and Looijen, M. (1997), Management of
international networks. Int. J. Network Mgmt., 7, 242-250.
doi:10.1002/(SICI)1099-1190(199709/10)7:5<242::AID-
NEM252>3.0.CO;2-L
Sinergias educativas
April - June Vol. 6 - 2 2021
http://sinergiaseducativas.mx/index.php/revista/
116
Vidal, D., y Manríquez, L. (2016). El docente como mediador de la
comprensión lectora en universitarios. Revista de la Educación
Superior, 45(177), 95-118.
https://doi.org/10.1016/j.resu.2016.01.009
Zapata, S., & Esthefany, M. (2016). La lectura comprensiva en el
proceso de enseñanza-aprendizaje en los niños de cuarto año
de educación general básica de la Escuela Fiscal Manuel
Quiroga, Pichincha [Tesis de Bachiller], Universidad Técnica
de Ambato. Facultad de Ciencias Humanas y de la Educación.
Carrera de Educación Básica.
