Lectura de imágenes andinas para la comprensión lectora en los niños del cuarto grado en la Institución Educativa “San Antonio”- Huamanguilla, 2025
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2026-08-24
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La presente investigación tuvo como objetivo general determinar la influencia de la lectura de imágenes andinas para la comprensión lectora en los niños del cuarto grado en la Institución Educativa “San Antonio”- Huamanguilla, 2025”. El estudio es de tipo aplicada, con un nivel explicativo y un diseño pre-experimental con pre-test y post-test aplicados a un solo grupo experimental. La población de estudio fue de 28 estudiantes del cuarto grado de primaria de las secciones “A” y “B”, seleccionándose una muestra constituida por 15 estudiantes de la sección “B” seleccionados mediante la técnica no probabilístico por conveniencia. Para la recolección de datos se empleó la encuesta como técnica en donde se utilizó como instrumento el cuestionario pedagógico (prueba pedagógica) validado por juicio de expertos. Los principales hallazgos sintetizados de las dimensiones evaluadas evidenciaron una transformación significativa: en el nivel literal (Tabla 11), se obtuvo un estadístico Z=-3,557 con una significancia de p=0,000; en el nivel inferencial, los niños mejoraron su capacidad para deducir mensajes y secuencias lógicas; y en el nivel crítico, se registró un incremento en la facultad de emitir opiniones y valorar su cultura. Estos resultados fueron validados mediante la prueba de rangos con signo de Wilcoxon, la cual confirmó diferencias estadísticas altamente significativas (p < 0,05) que respaldan la eficacia de la intervención pedagógica. Se concluye que la lectura de imágenes andinas influye de manera positiva y significativa en la comprensión lectora, permitiendo que los estudiantes utilicen sus saberes previos y el contexto cultural como andamiaje cognitivo para fortalecer sus capacidades comunicativas en los niveles como literales, inferencial y crítico
The general objective of this research was to determine the influence of reading Andean images on the reading comprehension of fourth-grade students at the "San Antonio" Educational Institution in Huamanguilla (2025). The study was applied in nature, explanatory in level, and utilized a pre-experimental design involving pre-test and post-test assessments administered to a single experimental group. The study population consisted of 28 fourth-grade primary students; a sample of 15 students from section "B" was selected using a non-probabilistic convenience sampling technique. Data collection was carried out via a survey, utilizing a pedagogical questionnaire (pedagogical test) validated through expert judgment. The main findings regarding the evaluated dimensions demonstrated a significant transformation: at the literal level (Table 11), a Z-statistic of -3.557 was obtained with a significance of p=0.000; at the inferential level, the children improved their ability to deduce messages and logical sequences; and at the critical level, an increase was observed in their capacity to express opinions and value their culture. These results were validated using the Wilcoxon signed-rank test, which confirmed highly significant statistical differences (p < 0.05) supporting the efficacy of the pedagogical intervention. It is concluded that reading Andean images has a positive and significant influence on reading comprehension, enabling students to use their prior knowledge and cultural context as cognitive scaffolding to strengthen their communicative skills across literal, inferential, and critical levels.
Kay musuq llamkayniymi sutichakun: llimpikuna ñawinchay utqayman hamutanapaq kay tawa huñupi kaq yachakuqkunapi kay yachay wasi sutinchasqapi, “San Antonio” kay Huamanguilla llaqtapi, kay iskay waranqa iskay chunka pichqayuq (2025) watapi. Kay musuq llamkaysi munasqa qaypayta imaynatas kay llimpikuna ñawinchay yachakuqkunapi kallpanchan utqayman hamutayninpi. Kay llamkayqa qawarisqam karqa kay iskay chunka pusaqniyuq warmakunapi, chaymantas akllasqa karqa hinaspan llamkarirqa chunka pichqayuq yachakuqkunapi. Tupuysi kasqa kay qillqasqa rapipi nisqapi, chaysi chunka pusaqniyuq tapukuyniyuq kasqa tupusqa warmakuna kananpaq. Chay hatun tupuykuna, qawarisqa kasqa kimsa rakipaypi, hatun tikrayta qawarichin chaymanhina kay nivel literal nisqapi (Tabla 11), huk Z-estadística -3,557 nisqa tarikurqa huk significancia p = 0,000 nisqawan; nivel inferencial nisqapiqa, wawakunam allinta ruwarqaku willakuykunata hinaspa secuencias lógicas nisqakunata deduciyta; Nivel crítico nisqapiqa, yuyayninkuta rimay atiy, culturanku chaninchay atiypi yapakusqanmi rikukurqa. Kay ruwasqakunam chaninchasqa kasqa kay prueba de Wilcoxon nisqawan, chaymi takyachirqa ari utaq manam ninapaq kay (p < 0,05) nisqakunata, chaymi yanaparqa warmakunapa allin ruwayninta. Tukuyninpi, llimpi siqikunata ñawinchayqa allinmi, ancha hatun kallpayuqsi ñawinchay hamutaypi, chaywanmi yachakuqkuna ñawpaq yachayninkuta, contexto cultural nisqatapas andamio cognitivo hina llamk’achinkuman, chaywanmi kallpachanku rimanakuy atiyninkuta, nivel literal, inferencial, crítico nisqakunapi.
The general objective of this research was to determine the influence of reading Andean images on the reading comprehension of fourth-grade students at the "San Antonio" Educational Institution in Huamanguilla (2025). The study was applied in nature, explanatory in level, and utilized a pre-experimental design involving pre-test and post-test assessments administered to a single experimental group. The study population consisted of 28 fourth-grade primary students; a sample of 15 students from section "B" was selected using a non-probabilistic convenience sampling technique. Data collection was carried out via a survey, utilizing a pedagogical questionnaire (pedagogical test) validated through expert judgment. The main findings regarding the evaluated dimensions demonstrated a significant transformation: at the literal level (Table 11), a Z-statistic of -3.557 was obtained with a significance of p=0.000; at the inferential level, the children improved their ability to deduce messages and logical sequences; and at the critical level, an increase was observed in their capacity to express opinions and value their culture. These results were validated using the Wilcoxon signed-rank test, which confirmed highly significant statistical differences (p < 0.05) supporting the efficacy of the pedagogical intervention. It is concluded that reading Andean images has a positive and significant influence on reading comprehension, enabling students to use their prior knowledge and cultural context as cognitive scaffolding to strengthen their communicative skills across literal, inferential, and critical levels.
Kay musuq llamkayniymi sutichakun: llimpikuna ñawinchay utqayman hamutanapaq kay tawa huñupi kaq yachakuqkunapi kay yachay wasi sutinchasqapi, “San Antonio” kay Huamanguilla llaqtapi, kay iskay waranqa iskay chunka pichqayuq (2025) watapi. Kay musuq llamkaysi munasqa qaypayta imaynatas kay llimpikuna ñawinchay yachakuqkunapi kallpanchan utqayman hamutayninpi. Kay llamkayqa qawarisqam karqa kay iskay chunka pusaqniyuq warmakunapi, chaymantas akllasqa karqa hinaspan llamkarirqa chunka pichqayuq yachakuqkunapi. Tupuysi kasqa kay qillqasqa rapipi nisqapi, chaysi chunka pusaqniyuq tapukuyniyuq kasqa tupusqa warmakuna kananpaq. Chay hatun tupuykuna, qawarisqa kasqa kimsa rakipaypi, hatun tikrayta qawarichin chaymanhina kay nivel literal nisqapi (Tabla 11), huk Z-estadística -3,557 nisqa tarikurqa huk significancia p = 0,000 nisqawan; nivel inferencial nisqapiqa, wawakunam allinta ruwarqaku willakuykunata hinaspa secuencias lógicas nisqakunata deduciyta; Nivel crítico nisqapiqa, yuyayninkuta rimay atiy, culturanku chaninchay atiypi yapakusqanmi rikukurqa. Kay ruwasqakunam chaninchasqa kasqa kay prueba de Wilcoxon nisqawan, chaymi takyachirqa ari utaq manam ninapaq kay (p < 0,05) nisqakunata, chaymi yanaparqa warmakunapa allin ruwayninta. Tukuyninpi, llimpi siqikunata ñawinchayqa allinmi, ancha hatun kallpayuqsi ñawinchay hamutaypi, chaywanmi yachakuqkuna ñawpaq yachayninkuta, contexto cultural nisqatapas andamio cognitivo hina llamk’achinkuman, chaywanmi kallpachanku rimanakuy atiyninkuta, nivel literal, inferencial, crítico nisqakunapi.
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ComprensiónComprensión, Nivel Literal, Nivel Inferencial, Nivel Crítico, Comprehension, Literal Level, Inferential Level, Critical Level, Ñawinchay, willakuy, Qamuynin, Hamutay