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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.