Reading Comprehension at the Literal, Inferential and critical Reflective Levels of primary Education Students

Abstract

Several factors influence the process of reading comprehension, such as: reading, determining the type of reading selected and determining whether it is explorative or comprehensive to then give way to understanding the text. Therefore, the main objective of this research is to determine the level of reading comprehension of the students of the 4th grade of primary school of the I.E. Santa Sofía Sullana - 2020. The methodology was worked under the positivist paradigm with the quantitative approach. The modality was descriptive transectional non-experimental field. The population consisted of 50 students from sections “A” and “B” of 4th grade of primary school. Non-probability sampling was used in this research. For the collection of information, the observation technique was applied and as an instrument, the observation guide. Reliability was also taken into account with the application of McDonald's omega coefficient, which for this study was 0.913. Among the results, it was found that the level of reading comprehension in students is deficient for the grade they are studying, in the levels: literal, inference and critical reflective. From this study it can be concluded that the levels of reading comprehension in students is not ideal, that it is necessary to carry out research to provide a solution to this problem.