Desarrollo del hábito lector en estudiantes de Educación General Básica
DOI:
https://doi.org/10.61347/rien.v3i2.113Palabras clave:
Comprensión lectora, cuentos ilustrados, Educación General Básica, hábito lector, motivación lectoraResumen
El desarrollo del hábito lector constituye un proceso fundamental en la formación académica, porque favorece la comprensión, el aprendizaje autónomo y la participación en las distintas áreas del conocimiento. El objetivo del estudio fue analizar el desarrollo del hábito lector en estudiantes de Educación General Básica a partir de sus percepciones y comportamientos durante actividades apoyadas en cuentos ilustrados. Se aplicó un enfoque cuantitativo, con un alcance descriptivo, diseño no experimental y corte transversal. Participaron 11 estudiantes de sexto grado de la Unidad Educativa “Juan Amador”. La información se recopiló mediante una encuesta estructurada de diez ítems con escala tipo Likert y una guía de observación integrada por ocho indicadores. Los datos se analizaron mediante frecuencias y porcentajes. Los resultados mostraron que 10 de los 11 estudiantes señalaron que las imágenes siempre o casi siempre ayudaban a comprender las historias y la totalidad del grupo consideró que los cuentos ilustrados hacían más interesante la lectura. Sin embargo, ocho participantes se ubicaron en un nivel medio de participación activa y el interés por continuar leyendo otros cuentos presentó respuestas heterogéneas. Se concluyó que los cuentos ilustrados se relacionaron con valoraciones favorables de la comprensión y el interés durante las actividades, acceso continuo a materiales, mediación docente y participación familiar.
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Derechos de autor 2026 Nayely Salomé Gualotuña Cando, Nelly Narcisa Correa Canteral
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
