Browsing by Author "Saragosín Tandalla Mario Germán"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Los pictogramas en la comprensión lectora de los estudiantes de segundo y tercer grado de Educación General Básica de la Unidad Educativa “Gabriela Mistral”, de la ciudad de Latacunga
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-16) Saragosín Tandalla Mario Germán; Mera Constante Medardo Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The objective of this research was to analyze the relationship between pictograms and the reading comprehension of students in second and third grade of General Basic Education at the “Gabriela Mistral” Educational Unit in the city of Latacunga, in order to determine if they help in the reading comprehension of students. A bibliographic and field modality was used, a mixed approach and a non-experimental design of transversal type. The level was descriptive, since the characteristics of the independent and dependent variables were described. The population consisted of two teachers, one from the second and the other from the third grade; and 15 students from the second and 25 from the third grade of General Basic Education. For data collection, the techniques used were interview, test and direct observation with their respective instruments: interview guide, questionnaire and checklist, which were reviewed and validated by experts in the area. The results show that pictograms are a very useful resource when it comes to stimulating reading comprehension in students. Furthermore, satisfactory data were obtained through the questionnaire and the checklist: 97.5% of the students were able to answer questions from a pictogram reading. It was concluded that pictograms are a resource that helps to improve reading comprehension, since they are a visual resource that captures the students' attention, making them focus on the activity and achieve the levels of literal, inferential and critical comprehension.