Children’s Stories In The Development Of Reading Comprehension Among First-Grade Primary School Students At Educational Institution No. 5121 "Pedro Planas Silva," Lima
DOI:
https://doi.org/10.47865/igob.vol9.n35.2026.494Keywords:
children’s stories, reading comprehension, first grade, narrative reading, literal comprehension, inferential comprehension, evaluative comprehensionAbstract
The purpose of this study is to determine whether there is a relationship between children’s stories and the reading comprehension of students at the Pedro Planas Silva Educational Institution. The study was conducted using a quantitative approach, a deductive method, and a cross-sectional design. It employed a descriptive-correlational research design with a non-probabilistic sample of 34 students. Reading comprehension was analyzed across three dimensions: literal, inferential, and criterial. Descriptive results for the variable "children’s stories" showed a mean score of 14.88 points, with the majority of students (24; 70.6%) falling into the medium level, 10 students (29.4%) in the high level, and none in the low level. For the variable "reading comprehension," the mean score was 16.32 points; 23 students (67.6%) were at the medium level, 10 (29.4%) at the high level, and 1 (2.9%) at the low level.
Hypothesis testing was performed using Spearman’s Rho coefficient with a significance level of 0.05 (Rho = 0.692; p < 0.001). This result indicates a positive and statistically significant relationship between children’s stories and reading comprehension. Significant relationships were also found between children’s stories and the following dimensions of comprehension: literal (Rho = 0.412; p = 0.015), inferential (Rho = 0.596; p < 0.001), and criterial (Rho = 0.631; p < 0.001). These findings suggest a positive association between the variables studied within the analyzed sample, though they do not imply causality.
Consequently, it is considered appropriate to strengthen systematic experiences involving the reading of children’s stories—specifically those that incorporate questioning, discussion, sequence reconstruction, prediction, interpretation, and evaluation—while remaining mindful of the cognitive and linguistic characteristics of first-grade students.
Downloads
References
Camargo Rincón, A. J. (2024). Los cuentos infantiles mediados por el aplicativo Quizziz como estrategia de aprendizaje para el fortalecimiento de los niveles de la comprensión lectora en los estudiantes de grado cuarto de la Escuela Normal Superior de Saboyá sección primaria. Universidad Nacional Abierta y a Distancia.
Capcha Cruz, R., & De la Cruz Ponseca, B. J. (2022). El cuento para mejorar la comprensión lectora en los estudiantes de 4to de primaria en la I.E. 5130 Pachacútec. Ventanilla. Universidad Nacional de Educación Enrique Guzmán y Valle.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica, 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997
Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica, 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997
Grøver, V., Snow, C. E., Evans, L., & Strømme, H. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica, 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997
Lepola, J., Kajamies, A., Laakkonen, E., & Niemi, P. (2020). Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: From preschool to grade 3. Reading and Writing, 33, 1351–1373.
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76.
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76. https://doi.org/10.1598/RRQ.38.1.3
Pico, D. L., Hess, S., Davis, R. A., & otros. (2021). Interventions designed to improve narrative language in school-age children: A systematic review with meta-analyses. Language, Speech, and Hearing Services in Schools, 52(4), 1109–1126. https://doi.org/10.1044/2021_LSHSS-20-00160
Quispe Mauricio, R., & Surco Huanca, M. (2023). La literatura popular peruana y la comprensión lectora en los niños 1er grado de educación primaria. Universidad Nacional de Educación Enrique Guzmán y Valle.
Rice, M., Wijekumar, K., Lambright, K., & otros. (2024). Inferencing in reading comprehension: Examining variations in definition, instruction, and assessment. Technology, Knowledge and Learning, 29, 1169–1190. https://doi.org/10.1007/s10758-023-09660-y
Rocha Peláez, G., & Rocha Peláez, M. (2023). El cuento como estrategia pedagógica para el desarrollo de la comprensión lectora de los estudiantes del municipio de El Banco Magdalena – Colombia. Corporación Universidad de la Costa.
Tumialán Arenales, N. P. (2022). Los cuentos como estrategia didáctica para mejorar la comprensión lectora en estudiantes de primaria. Universidad Nacional de Educación Enrique Guzmán y Valle.
Venneker, D., Helder, A., & van den Broek, P. (2024). Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos. Reading and Writing, 38, 1985–2006. https://doi.org/10.1007/s11145-024-10573-0
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
