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Y. Mézquita-Hoyos, A. Rodríguez-Aranda, M. De Lille-Quintal

Autonomous University of Yucatán (MEXICO)
The present results are the aplication of a workshop of reading comprehension with three groups of students in the third year of high school. The intervention consisted in 10 sessions of 50 minutes aproximately (once a week), where it was teached learning strategies, based in the model of human informational processing; adquisition, storage and recovery.

To measure the reading comprehension was applied the spanish part of the test "Evaluación nacional de logro academico en centros escolares (Enlace, 2011)" and to determinate the effectiveness of the workshop, it was implemented a pretest-postest design with a control group. The analysis showed this results: In the pretest (U Mann- Withney analysis) it was not found differences between the mean of the two experimental groups (MI=3.33, M2=3.00 and M3=2.60) and the control group (M=2.33).

Analyzing the postest results with the same test, to compare the experimental groups and the control group, the results show that the experimental group 1 (M1=8.33, M2=5.83 and M3=5.80) had stadistically significant differences between the control group (M=5), as it can be seen, the three experimental groups improved but the group 1 did it better.

Finally comparing the mean of the pretest and the postest of each group with itself, with the Wilcoxon analisis, it was found that each one showed stadistically significant differences in favor of the postest (Z1=-2.032, Z2=-2.214, Z3=-2.615 with a p<.05) showing an improvement in the reading comprehension.

In conclusión the implemented workshop, improve the level of reading comprehension of the students, specially the experimental group 1. The results were interpreted by the theory that guided the workshop and the teachers who participates in the diferent clases of the students.