La literatura infantil como herramienta didáctica en el desarrollo de la lectoescritura inicial
DOI:
https://doi.org/10.71068/gp000037Palabras clave:
literatura infantil, lectoescritura inicial, lectura compartida, mediación docente, educación básicaResumen
Objetivo: analizar la contribución de un programa de literatura infantil al desempeño en lectoescritura de estudiantes de segundo año de Educación General Básica.Método: se desarrolló un estudio cuantitativo cuasiexperimental, con pretest, postest y grupo de comparación, en 120 participantes distribuidos equitativamente entre intervención y comparación. Se utilizó un instrumento de 12 ítems Likert, con seis indicadores para programa de literatura infantil y seis para desempeño en lectoescritura. La consistencia interna global fue α = 0,882.Resultados: el grupo de comparación pasó de M = 60,138 a M = 62,577, mientras el grupo de intervención pasó de M = 59,099 a M = 68,733. En el postest, la prueba t de Welch fue 3,018, con p = 0,003 y d de Cohen = 0,551. Un modelo ajustado por pretest estimó una diferencia de 7,233 puntos a favor del grupo de intervención (IC 95 % [5,376; 9,091]).Conclusiones: los hallazgos muestran una diferencia favorable al programa, compatible con el valor pedagógico de la lectura mediada, la interacción con textos infantiles y las actividades derivadas de los relatos. La interpretación se circunscribe al diseño cuasiexperimental y a las mediciones disponibles.
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Derechos de autor 2024 Katiuska Adelaida Bastidas González (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
