Questioning texts and literacy in the first grade: A quasi-experimental study
DOI:
https://doi.org/10.5281/zenodo.23581591Keywords:
text interrogation, literacy, reading comprehensionAbstract
Initial instruction in reading and writing requires strategies that link text comprehension with text production. In this context, the objective of this study was to compare the literacy performance of first-grade students who participated in a "text interrogation" program against that of a control group. To this end, a quasi-experimental quantitative study with non-equivalent groups—incorporating pre-test and post-test measurements—was conducted in rural educational institutions in Huasmín, Peru. The convenience sample consisted of 40 students: 21 in the experimental group and 19 in the control group. The program comprised ten sessions, and assessment was carried out using an observation rubric containing 26 indicators. Both groups showed improvement compared to the pre-test. In the post-test, the total mean scores were 59.67 and 55.42, with a statistically significant difference following the Holm adjustment (U = 114; adjusted p = 0.040). Significant results were also identified in reading (t = 2.729; adjusted p = 0.0288), but not in writing (adjusted p = 0.089). The findings suggest a post-test advantage, primarily in reading; however, the lack of randomization, baseline adjustment, and school-level replication limits the ability to establish a causal link.
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