Influence of sensitized reading of stories in the development of inferential capacity in secondary education

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 (? = 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 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.