PAPEL DE LA ESTRATEGIA DE PREGUNTAR EN LA COMPRENSIÓN LECTORA INICIAL

• DOI: 10.37572/EdArt_18042131618

• Palavras-chave: Mejora de la comprensión lectora, estrategias 3CQD, Facilitación de la planificación

• Keywords: Improved reading comprehension, 3CQD strategies, Planning facilitation

• Abstract:

  The study presents the improvement produced by the application of the 3CQD strategy in reading comprehension in students in grade 3 of primary education. The sample consisted of 33 students from a classroom in a primary education center. Two groups were formed, one with students who presented some difficulties in their reading comprehension, constituting the intervention group. The second group formed by the rest of the students in the classroom group, constituting the comparison group. A pre-post test and follow-up design was carried out. In the pretest measures, the intervention group differed significantly due to its lower scores than the comparison group in reading comprehension, however they were equal in the socioeconomic and cultural level of the parents as well as in the subsequent cognitive process. These groups were created to be different in the pretest measurements, the differentiation occurred in the simultaneous processing and the reading processes. The intervention group was applied the cognitive strategy of asking How, When, How Much, What and Where (3CQD) to improve reading comprehension. The strategy training procedure was done through the facilitation of planning that stimulated the children to reflective verbalization, to discuss the reading material and to compare and contrast responses. The program was developed in 24 sessions over seven weeks. The comparison group followed the curricular activities, according to the traditional teaching model. The intervention group improved significantly in the post measure, equaling the comparison group in reading comprehension. These results are interpreted in the sense that the questions on reading comprehension of the texts in a context of planning facilitation to internalize the procedure of asking to get hold of the meaning of the sentence.

• Número de páginas: 15