Examinando por Autor "Angulo Zevallos, Amalia Ruth Carmela"

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    Conociendo los aspectos del entorno educacional del estudiante del 1er, 2do, 3er y 4to grado de primaria que tienen una mayor influencia en su formación lectora, promovida a través de la estrategia del plan lector, a propósito del caso de un colegio particular en el Callao, durante el periodo escolar 2009
    (Universidad EAFIT, 2021) Angulo Zevallos, Amalia Ruth Carmela; Vargas Sáenz, Mario Enrique
    The Reading Program, as a teaching strategy in Peru, promotes an environment where the school principal, teachers, and parents are involved in developing critical thinking and reading comprehension strategies in different contexts. This was created as a result of the low academic indicators that students received in the categories of math and reading comprehension of the world evaluation Programme for International Student Assessment (PISA 2001). In the school, Good Shepherd, students from 1stto 4th grade put this program into practice, which consisted of 20-minute daily readings. The goal would be to develop reading comprehension and critical thinking strategies with support from the school and family members who were all determined to achieve it. While monitoring this program, in a private school environment, it was evident that there was an improvement in knowledge and the outcomes that were suggested to overcome the deficiencies at home. These key points were identified: • The fact that parents and teachers were working together and shared responsibility. • The increase in reading hours at home and school increased the students’ vocabulary. • Students’ improvement in creating questions and responding in a more defined manner. It is important to mention, how this was all achieved: • By identifying roles and developing strategies that created more interaction. • The strategies improved the child’s development in reading comprehension in an effective way. • Establishing a wholesome environment in the classroom, library and extracurricular activities in the school. To achieve these outcomes, it is necessary to have a structural process, set formal alerts, and create supporting activities and indicators that allow a time efficient and effective response to any situation.