Training program with ELC reading strategies to improve reading comprehension in teachers
DOI:
https://doi.org/10.5281/zenodo.15549692Keywords:
reading strategies, reading comprehension, literacy levelAbstract
The purpose of this research is to demonstrate that the ELC reading strategies-based training program significantly contributes to improving teachers' reading comprehension, aligning with UN Sustainable Development Goal (SDG) No. 4, Quality Education. To this end, a baseline study was conducted with a quantitative approach and an experimental design. The population consisted of 44 Communication teachers, from whom a convenience sample of 22 participants was selected. To measure the variables of interest, a reading test was designed, administered in two stages: pretest and posttest. This test was validated by three experts and piloted, obtaining a reliability coefficient of 0.893, ensuring the consistency of the results. Statistical analyses showed a significant improvement in reading comprehension after the program's implementation, supporting the alternative hypothesis that establishes a positive relationship between ELC reading strategies and teachers' reading performance. It is concluded that the application of these strategies not only enhances reading skills but also contributes to quality teacher training, reaffirming its effectiveness and educational relevance.
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