Comprensión lectora global y por dimensiones en estudiantes de segundo grado de contextos urbano y rural de la Amazonía peruana

Pacita Mercedes Mozombite-Tenazoa; Keller Sánchez-Dávila

doi:10.55873/5x3zea65

Autores/as

Pacita Mercedes Mozombite-Tenazoa Universidad César Vallejo https://orcid.org/0000-0003-2629-4812
Keller Sánchez-Dávila Universidad César Vallejo https://orcid.org/0000-0003-3911-3806

DOI:

https://doi.org/10.55873/5x3zea65

Palabras clave:

Amazonía peruana, comprensión lectora, contexto urbano-rural, desempeño lector, educación primaria

Resumen

La comprensión lectora puede presentar perfiles distintos según las demandas cognitivas de la tarea y el contexto escolar, por lo que su evaluación requiere considerar tanto el desempeño global como sus dimensiones específicas. El objetivo fue comparar el nivel de comprensión lectora de estudiantes de segundo grado de primaria de una institución urbana de Tarapoto y otra rural de Chazuta, San Martín, Perú. Se realizó un estudio cuantitativo, observacional, transversal y descriptivo-comparativo con 90 estudiantes, 50 de Tarapoto y 40 de Chazuta. Se aplicó una prueba basada en un texto narrativo con preguntas abiertas sobre comprensión literal, inferencial y criterial, calificadas mediante rúbrica. Los resultados mostraron predominio del nivel regular en las tres dimensiones de ambas instituciones. La comparación global mediante prueba Z no evidenció diferencia estadísticamente significativa entre los grupos (Z = −0.83; α = 0.05). Se concluye que, en los grupos evaluados, la diferenciación territorial no estuvo acompañada de una diferencia global detectable en comprensión lectora, aunque el análisis dimensional reveló variaciones descriptivas entre perfiles de desempeño.

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