Los lectojuego y la comprensión lectora en estudiantes de 3 años de la Institución Educativa Inicial Nº 429-17/Mx–p “Huancayocc” de Huanta, 2023.
Fecha
2025-01-06
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Escuela de Educación Superior Pedagógica Pública "José Salvador Cavero Ovalle"
Resumen
El presente trabajo de investigación tuvo por objetivo determinar la influencia del lectojuego para desarrollar la comprensión lectora en los estudiantes de 3 años de la Institución Educativa Inicial Nº429-17/Mx-P “Huancayocc de Huanta en el año 2023. Se realizó una investigación educativa aplicada de nivel explicativa, enfoque cuantitativo y diseño pre experimental con una población de 46 y una muestra de 15 niños seleccionados mediante la técnica de muestreo no probabilístico intencional, para la recolección de datos se empleó la técnica de prueba pedagógica, cuyo instrumento que se utilizo es la lista de cotejo, la prueba de validez de instrumentos se hizo a través del juicio de expertos y la confiabilidad. Se aplicó la prueba no paramétrica de Wilcoxon, para la contrastación de la hipótesis, con un nivel de confianza al 95% y de significancia de 5%. Los datos recolectados se organizaron en tabla de frecuencia y gráficos estadísticos. Según los resultados se ha llegado a la conclusión de que la aplicación de lectojuegos influye significativamente en la mejora del desarrollo de la comprensión de lectora, así mismo en sus dimensiones literal, inferencial y crítico, con un valor de p=0,002 < 0,5 esto indica que el lectojuego como estrategia mejora la comprensión lectora en niños y niñas de 3 años de edad.
The objective of this research work was to determine the influence of the reading game to develop reading comprehension in 3-year-old students of the Initial Educational Institution Nº429-17/Mx-P “Huancayocc de Huanta in the year 2023. An educational research was carried out applied explanatory level, quantitative approach and preexperimental design with a population of 46 and a sample of 15 children selected through the intentional non-probabilistic sampling technique, for data collection the pedagogical test technique was used, whose instrument was used is the checklist, the instrument validity test was done through expert judgment and reliability. The non-parametric Wilcoxon test was applied to test the hypothesis, with a confidence level of 95% and significance of 5%. The data collected was organized in a frequency table and statistical graphs. According to the results, it has been concluded that the application of reading games significantly influences the improvement of the development of reading comprehension, also in its literal, inferential and critical dimensions, with a value of p=0.002 < 0.5 This indicates that reading and playing as a strategy improves reading comprehension in 3-year-old boys and girls.
Kay llamkayniytan hispichimurqani kay kimsa ñiqipi yachapakuq wawakuna Nº429-17/Mx-P yupaychasqa yachay wasi, “Huancayocc” llaqta ukupi 2023 watapi. llamkarisqaymanta, kaymi karqa influencia del lectojuego para desarrollar la comprensión lectora sutinchasqa llamkaymanta, chay musyarinapaqmi qapipakurqanchik kay tawa chunka suqtayuq wawakunata, chaymantan akllasqa karqaku 15 qari warmi yachapakuq wawakuna, kay imaymana llamkasqanchikmanta allim utaq mana allim kasqanta riksipanapaq, chaypaqmi qapipakurqanchik kay lista de cotejo nisqan rapita, chaynallataqmi kaymi riksiq amawtakuna qawarirqaku allim atipasqa rapi kananpaq. Chaynallataqmi kay imaymana llamkasqanchikamata quqariruspañataqmi, kay prueba no paramétrica de Wilcoxon nisqanwan llamkaykurqaniku kay hamutayniyta “hipótesis” nisqan tupachinaypay, 95% chiqap kasqanmanta, chaynallataq 5% patasqalla kananpaq. Chaymantañataqmi kay imaymana riksisqanchikmantañataqmi yupaychasqa yupanapi siqicharqanchik sumaq patachasqa kanampaq. Kay lectojuegos nisqanchik imaymana llamkaykunata tukupaynimpi riksiruspañataqmi, hamutasqayman hinaqa llapallan yachapakuq wawakunaqa allimtan yachapakunku kay desarrollo de la comprensión lectora nisqan llamkaypaq, chay rakun imaymana willakuykunamanta, pakunaqa allimta riksipanku, hamutanku, allim utaq mana allim kasqanmanta rimarinku chiqaptapuni, kaymi p=0,002 < 0,5 tupuywanñataqmi willakuyniyman hinaqa allimpuni llamkaymi, chayraykun kay kimsa ñiqipi yachapakuq wawakunawan llamkarinapaqqa allimmi kay lectojuegos nisqan llamkaywan llamkarinapaq.
The objective of this research work was to determine the influence of the reading game to develop reading comprehension in 3-year-old students of the Initial Educational Institution Nº429-17/Mx-P “Huancayocc de Huanta in the year 2023. An educational research was carried out applied explanatory level, quantitative approach and preexperimental design with a population of 46 and a sample of 15 children selected through the intentional non-probabilistic sampling technique, for data collection the pedagogical test technique was used, whose instrument was used is the checklist, the instrument validity test was done through expert judgment and reliability. The non-parametric Wilcoxon test was applied to test the hypothesis, with a confidence level of 95% and significance of 5%. The data collected was organized in a frequency table and statistical graphs. According to the results, it has been concluded that the application of reading games significantly influences the improvement of the development of reading comprehension, also in its literal, inferential and critical dimensions, with a value of p=0.002 < 0.5 This indicates that reading and playing as a strategy improves reading comprehension in 3-year-old boys and girls.
Kay llamkayniytan hispichimurqani kay kimsa ñiqipi yachapakuq wawakuna Nº429-17/Mx-P yupaychasqa yachay wasi, “Huancayocc” llaqta ukupi 2023 watapi. llamkarisqaymanta, kaymi karqa influencia del lectojuego para desarrollar la comprensión lectora sutinchasqa llamkaymanta, chay musyarinapaqmi qapipakurqanchik kay tawa chunka suqtayuq wawakunata, chaymantan akllasqa karqaku 15 qari warmi yachapakuq wawakuna, kay imaymana llamkasqanchikmanta allim utaq mana allim kasqanta riksipanapaq, chaypaqmi qapipakurqanchik kay lista de cotejo nisqan rapita, chaynallataqmi kaymi riksiq amawtakuna qawarirqaku allim atipasqa rapi kananpaq. Chaynallataqmi kay imaymana llamkasqanchikamata quqariruspañataqmi, kay prueba no paramétrica de Wilcoxon nisqanwan llamkaykurqaniku kay hamutayniyta “hipótesis” nisqan tupachinaypay, 95% chiqap kasqanmanta, chaynallataq 5% patasqalla kananpaq. Chaymantañataqmi kay imaymana riksisqanchikmantañataqmi yupaychasqa yupanapi siqicharqanchik sumaq patachasqa kanampaq. Kay lectojuegos nisqanchik imaymana llamkaykunata tukupaynimpi riksiruspañataqmi, hamutasqayman hinaqa llapallan yachapakuq wawakunaqa allimtan yachapakunku kay desarrollo de la comprensión lectora nisqan llamkaypaq, chay rakun imaymana willakuykunamanta, pakunaqa allimta riksipanku, hamutanku, allim utaq mana allim kasqanmanta rimarinku chiqaptapuni, kaymi p=0,002 < 0,5 tupuywanñataqmi willakuyniyman hinaqa allimpuni llamkaymi, chayraykun kay kimsa ñiqipi yachapakuq wawakunawan llamkarinapaqqa allimmi kay lectojuegos nisqan llamkaywan llamkarinapaq.
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Palabras clave
Lectojuego, Comprensión lectora, Reading game, Reading comprehension