La lectura silábica y el aprendizaje significativo

Abstract

The present research, entitled "Syllabic Reading and Meaningful Learning," had the general objective of determining the relationship between syllabic reading level and meaningful learning in the academic process of third- and fourth-year students of Basic General Education at the "Fe y Alegría" Educational Unit. The study was conducted using a mixed approach, integrating quantitative and qualitative methods to achieve a more complete view of the phenomenon under study. The quantitative approach allowed for the collection and analysis of numerical data in order to establish statistical relationships and generalize results, while the qualitative approach offered a deeper and more subjective perspective through the analysis of meanings, experiences, and contexts experienced by the students. The methodological design was cross-sectional, as data were collected at a single time point and worked at exploratory, descriptive, and correlational levels. This allowed for an in-depth understanding of the characteristics of the problem, a description of the variables studied, and an analysis of the relationships between them. The BANETA battery was used to collect data, specifically the word segmentation and text comprehension sections. Word segmentation allowed for the assessment of syllabic reading proficiency, while text comprehension facilitated the assessment of meaningful learning, focusing on inferential and analytical skills. This comprehensive methodological approach contributed to a better understanding of the impact that syllabic reading development has on the consolidation of meaningful learning in the early school years.