Nivel de comprensión lectora en los niños de 4 años de la Institución Educativa Inicial 531 de Huancavelica, Perú

Abstract

Reading comprehension is an essential skill for the personal, social and professional development of individuals in a knowledge society. However, in Peru and in the region of Huancavelica, a low level of performance in this competence has been evidenced in students of initial education. The objective of this research was to evaluate the level of reading comprehension of 4-year-old students from the Initial Educational Institution 531 of Huancavelica in three types of literary texts: riddles, stories and fables, and to determine the effect of literary reading on the development of this skill. A descriptive study was carried out with an observation sheet of reading comprehension at three levels: literal, inferential and critical, applied to 15 children in five sessions for each type of text. The results showed that most of the students showed a level of achievement in reading comprehension at the three levels and in the three types of texts, being the highest in the story sessions. These findings were contrasted with other researches that have addressed the topic from different perspectives and contexts. It was concluded that literary reading has a positive impact on the development of reading comprehension in students of initial education, and it was suggested to carry out more studies that deepen the factors that influence this process.