Propuesta psicopedagógica basada en la taxonomía de Barret para estimular el avance de la comprensión lectora en los estudiantes universitarios de primer ciclo de la Carrera de Administración de Empresas de la Universidad Nacional de Loja, 2024- 2025.
Reading comprehension is an essential ability in higher education, since it allows students to interpret and analyze academic texts effectively. In this context, previous research has identified difficulties in the reorganizational and critical levels of reading comprehension among the first cycle s...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | bachelorThesis |
| Sprache: | spa |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online Zugang: | https://dspace.unl.edu.ec/jspui/handle/123456789/32416 |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Tag hinzufügen | Zusammenfassung: | Reading comprehension is an essential ability in higher education, since it allows students to interpret and analyze academic texts effectively. In this context, previous research has identified difficulties in the reorganizational and critical levels of reading comprehension among the first cycle students of the Business Administration career at the Universidad Nacional de Loja. To address this problem, a psychopedagogical proposal was designed based on Barret's taxonomy, with the purpose of stimulating these competencies. The study used the ICLAU instrument for quantitative evaluation of reading comprehension, complemented by the Enclau survey, aimed at collecting teaching perception about reading demands in various subjects. The results showed that the reorganizational level reached 100% in all subjects, indicating the need for students to be able to properly structure and organize the information. The critical level, with 50%, indicates the need to implement strategies that foster reflective and analytical thinking. In subjects as financial mathematics, the requirement of a total domain of all levels of reading comprehension was highlighted. From the methodological approach, the research adopted a quantitative, descriptive, transverse and non-experimental design. The intervention proposal includes activities and strategies adapted to stimulate students' critical and analytical abilities and, to prepare them to face future professional challenges |
|---|