La lectura en voz alta y las habilidades prelectoras en un aula de 5 años
Date
2023-10-26
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Pontificia Universidad Católica del Perú
Abstract
La presente tesis desarrolla el tema de la lectura en voz alta y las habilidades prelectoras en un aula de 5 años, por lo que se plantea el siguiente problema de investigación: ¿Cómo emplea la estrategia de lectura en voz alta una docente para el desarrollo de las habilidades prelectoras de dimensión léxica y sintáctica alineadas a la oralidad de los niños y niñas de un aula de 5 años de una institución educativa pública de Lima? De este modo, se tiene como objetivo general analizar la estrategia de lectura en voz alta que una docente emplea para el desarrollo de habilidades prelectoras de dimensión léxica y sintáctica alineadas a la oralidad de los niños y niñas de un aula de 5 años de una institución educativa pública de Lima. Los objetivos específicos son describir la estrategia de lectura en voz alta que realiza la docente e identificar las habilidades prelectoras de dimensión léxica y sintáctica alineadas a la oralidad de los niños y niñas que se desarrollan. Esta investigación tiene un enfoque cualitativo y se emplean las técnicas de recojo de información del análisis documental y de la observación. En relación a los resultados, se evidenció que la lectura en voz alta que realiza la docente permite desarrollar las habilidades prelectoras delimitadas en el estudio, sin embargo, se estima que se pueden potenciar algunos aspectos para que se motive significativamente el desarrollo de cada habilidad en beneficio de la formación lectora de los niños
This thesis develops the topic of reading aloud and pre-reading skills in a 5-year-old classroom, for which the following research problem is posed: How does a teacher use the reading aloud strategy for the development of the pre-reading skills of lexical and syntactic dimension aligned to the orality of children in a 5-year-old classroom of a public educational institution in Lima? In this way, the general objective is to analyze the strategy of reading aloud that a teacher uses for the development of pre-reading skills of lexical and syntactic dimension aligned to the orality of children in a 5-year-old classroom of a public educational institution in Lima. The specific objectives are to describe the reading aloud strategy carried out by the teacher and to identify the pre-reading skills of the lexical and syntactic dimension aligned to the orality of the children which develop. This research has a qualitative approach and information collection techniques from documentary analysis and observation are used. In relation to the results, it was evidenced that the reading aloud carried out by the teacher allows the development of the pre-reading skills delimited in the study, however, it is estimated that some aspects can be enhanced so that the development of each skill is significantly motivated in benefit of children's reading training
This thesis develops the topic of reading aloud and pre-reading skills in a 5-year-old classroom, for which the following research problem is posed: How does a teacher use the reading aloud strategy for the development of the pre-reading skills of lexical and syntactic dimension aligned to the orality of children in a 5-year-old classroom of a public educational institution in Lima? In this way, the general objective is to analyze the strategy of reading aloud that a teacher uses for the development of pre-reading skills of lexical and syntactic dimension aligned to the orality of children in a 5-year-old classroom of a public educational institution in Lima. The specific objectives are to describe the reading aloud strategy carried out by the teacher and to identify the pre-reading skills of the lexical and syntactic dimension aligned to the orality of the children which develop. This research has a qualitative approach and information collection techniques from documentary analysis and observation are used. In relation to the results, it was evidenced that the reading aloud carried out by the teacher allows the development of the pre-reading skills delimited in the study, however, it is estimated that some aspects can be enhanced so that the development of each skill is significantly motivated in benefit of children's reading training
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Keywords
Lectura--Estudio y enseñanza, Educación preescolar--Perú, Niños--Lenguaje
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