About this paper

Appears in:
Pages: 9615-9619
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0812

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

EFFECTS OF AN EDUCATIONAL INTERVENTION IN READING COMPREHENSION

G. Escalante-San Román, Y. Mézquita-Hoyos, M. De Lille-Quintal

Universidad Autónoma de Yucatán (MEXICO)
In evaluations conducted in 2006, the International Student Assessment Program (PISA), the Organization for Economic Co-operation and Development (OECD), the World Bank, and the Organization for Education, Science and Culture of the United Nations (UNESCO) found that in the fields of reading comprehension, the students in elementary school in Mexico were below the educational level of the developed countries. These assessments reflect the great problem that exists within the national education system as students fail to develop adequate reading skills that allow them to assimilate and apply knowledge related to it. Therefore, it is considered that a fundamental aspect to achieve a meaningful learning is the understanding of texts.

This research presents the results of the application of a reading comprehension workshop, aimed at students of the last grade of elementary school in Mexico, which aimed to improve reading comprehension by teaching different strategies that allow students to have a better understanding in the texts.

Changes in text comprehension were measured using a pretest-post test design, with a control group, Campbell and Stanley, (1966).
Using a t of student test of related samples: t (29) = -2.15, p = .04, were found statistically significant differences in the experimental group from prestest to posttest: M = 4.09 to M = 4.96, respectively.

In conclusion, it can be affirmed that the procedures used in the workshop did contribute to the improvement of the understanding of texts.
@InProceedings{ESCALANTESANROMAN2017EFF,
author = {Escalante-San Rom{\'{a}}n, G. and M{\'{e}}zquita-Hoyos, Y. and De Lille-Quintal, M.},
title = {EFFECTS OF AN EDUCATIONAL INTERVENTION IN READING COMPREHENSION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0812},
url = {http://dx.doi.org/10.21125/edulearn.2017.0812},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9615-9619}}
TY - CONF
AU - G. Escalante-San Román AU - Y. Mézquita-Hoyos AU - M. De Lille-Quintal
TI - EFFECTS OF AN EDUCATIONAL INTERVENTION IN READING COMPREHENSION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0812
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9615
EP - 9619
ER -
G. Escalante-San Román, Y. Mézquita-Hoyos, M. De Lille-Quintal (2017) EFFECTS OF AN EDUCATIONAL INTERVENTION IN READING COMPREHENSION, EDULEARN17 Proceedings, pp. 9615-9619.
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