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

Authors

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

Keywords:

Peruvian Amazon, reading comprehension, urban-rural context, reading performance, primary education

Abstract

Reading comprehension may show different profiles depending on the cognitive demands of the task and the school context; therefore, its assessment should consider both overall performance and specific dimensions. This study aimed to compare reading comprehension levels among second-grade primary school students from an urban school in Tarapoto and a rural school in Chazuta, San Martín, Peru. A quantitative, observational, cross-sectional, descriptive-comparative study was conducted with 90 students, 50 from Tarapoto and 40 from Chazuta. A narrative-text comprehension test with open-ended questions assessing literal, inferential, and evaluative comprehension was administered and scored using a rubric. The “regular” level predominated across all three dimensions in both schools. The overall comparison using a Z test showed no statistically significant difference between the groups (Z = −0.83; α = 0.05). These findings indicate that, among the groups assessed, territorial differentiation was not accompanied by a detectable overall difference in reading comprehension, although the dimensional analysis revealed descriptive variations in performance profiles across dimensions.

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