Abstract

CHOQUICHANCA LAVADO, Rosa Eufemia  and  INGA ARIAS, Miguel Gerardo. Methodological teaching strategies in reading comprehension and academic performance in the area of communication. Desde el Sur [online]. 2020, vol.12, n.2, pp.479-500. ISSN 2076-2674.  http://dx.doi.org/10.21142/des-1202-2020-0027.

The basic foundation for all students’ educational future is early education. That is why PIETBAF (Comprehensive Family-Based Early Education Program), PAIGRUMA (Comprehensive Care Program for Mothers' Groups), SET (Early Education Rooms) and CUNA MÁS were implemented. All of these programs are important; however, very little has actually been achieved because traditional teaching methods persist. In this context, the aim of this research was to establish whether or not a relationship exists between the methodological strategies employed by staff to teach reading comprehension and the academic performance of five-year-old children in three educational institutions in the Lima district of San Juan de Miraflores. Using Spearman’s rank correlation coefficient, we found that there is a significant positive relationship between the strategies employed to develop reading comprehension (such as language games, reading aloud of children's stories in a group, puppet theater, observation-description-creation, poetry and expression-imagination-creativity) and academic performance.

Keywords : Teaching strategies; reading comprehension; academic performance; five-year-old students.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )