Propuesta didáctica para motivar el hábito lector en estudiantes de quinto año básico y mejorar su comprensión lectora.
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El presente estudio surge de una preocupación particular: la falta de interés por la lectura entre las y los estudiantes. El trabajo tuvo como objetivo principal desarrollar e implementar un taller de creación de historias de manera socializada capaz de fortalecer la motivación y la comprensión lectora en estudiantes de quinto año básico de una escuela municipal de la comuna de Mulchén, provincia del Biobío, Chile. El taller consistió en 15 sesiones de 45 a 90 minutos durante ocho semanas. Con el propósito de dar respuesta al objetivo propuesto, la investigación se desarrolló desde un enfoque cuantitativo, bajo un diseño de investigación-acción centrado en un estudio de caso. La muestra estuvo conformada por 23 estudiantes de 5° básico, seleccionados intencionadamente y no al azar. Para la recolección de datos se aplicó el Cuestionario de Escala de Motivación Lectora (EML) (Merisuo-Storm & Soininen, 2012), tanto antes como después de la intervención. Este instrumento permitió examinar los hábitos, intereses y actitudes de las y los estudiantes frente a la lectura, así como su vínculo con la comprensión lectora. Tras revisar la información recogida, se hizo notorio que los alumnos/as que participaron de la propuesta lograron progresos tanto en su motivación como en su comprensión durante la lectura. Y, aunque este crecimiento no fue estadísticamente significativo, desde un punto de vista pedagógico igualmente se aprecia su importancia, puesto que indicaría que las estrategias aplicadas tienen la capacidad de iniciar cambios alentadores en la actitud de los estudiantes frente a la lectura.
This study arose from a particular concern: the lack of interest in reading among students. The main objective of the study was to develop and implement a socialised story-writing workshop capable of strengthening motivation and reading comprehension among fifth-year primary school students at a municipal school in the city of Mulchén, Biobío province, Chile. The workshop consisted of 15 sessions lasting 45 to 90 minutes over eight weeks. In order to meet the proposed objective, the research was conducted using a quantitative design, under a research-action design focused on a case study. The sample consisted of 23 fifth-grade students, selected intentionally and non-randomly. The Reading Motivation Scale Questionnaire (EML) (Merisuo-Storm and Soininen, 2012) was used to collect data both before and after the intervention. This tool allowed the examination of the students’ habits and attitudes towards reading, as well as their link to reading comprehension. After reviewing the information collected, it became clear that the students who participated in the programme made progress in both their motivation and reading comprehension. And although this growth was not statistically significant, from a pedagogical point of view its importance is equally appreciated, as it would indicate that the strategies applied have the capacity to initiate encouraging changes in students' attitudes towards reading.
This study arose from a particular concern: the lack of interest in reading among students. The main objective of the study was to develop and implement a socialised story-writing workshop capable of strengthening motivation and reading comprehension among fifth-year primary school students at a municipal school in the city of Mulchén, Biobío province, Chile. The workshop consisted of 15 sessions lasting 45 to 90 minutes over eight weeks. In order to meet the proposed objective, the research was conducted using a quantitative design, under a research-action design focused on a case study. The sample consisted of 23 fifth-grade students, selected intentionally and non-randomly. The Reading Motivation Scale Questionnaire (EML) (Merisuo-Storm and Soininen, 2012) was used to collect data both before and after the intervention. This tool allowed the examination of the students’ habits and attitudes towards reading, as well as their link to reading comprehension. After reviewing the information collected, it became clear that the students who participated in the programme made progress in both their motivation and reading comprehension. And although this growth was not statistically significant, from a pedagogical point of view its importance is equally appreciated, as it would indicate that the strategies applied have the capacity to initiate encouraging changes in students' attitudes towards reading.
Description
Tesis presentada para optal al ítulo de Profesor de Educación General Básica con Mencíon en Lenguaje Comunicación y Ciencias Sociales
Keywords
Lectura, Didáctica, Estrategia