Abstract

CARDENAS-ESPINOZA, Karlena  and  GUEVARA-BENITEZ, Yolanda. Reading Comprehension in junior high school students: An intervention by functional levels. J. behav. health soc. ISSUES [online]. 2013, vol.5, n.1, pp.67-83. ISSN 2007-0780.  https://doi.org/10.5460/jbhsi.v5.1.38727.

A study was conducted to assess the effects of two intervention strategies aimed at developing reading comprehension at different levels of functional complexity, with first grade students from a public junior high school of Mexico City. A total of 90 students participated -53% were female and 47% ware male , with ages between 12 and 14 years and a mean age of 12 years 9 months enrolled in three different groups from the morning shift. These three groups were assigned, one as control and two as experimental groups that received the same training, only modifying the reading materials used literary or nature themes-. The intervention effects were measured with tests of reading comprehension assessment of literary and nature themes, through a pre and post test experimental design. The results indicate that both experimental groups achieved high levels of reading comprehension, with no differences between them. Differences were found regarding the control group, concluding that intervention was appropriate to develop reading comprehension and to ensure transference of the skills developed to other non-trained topics.

Keywords : Comprehension; reading; complexity levels; transference.

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