Resumo

VALERO ANCCO, Vidnay Noel et al. Reading comprehension: a comparative study between bilingual and monolingual students in primary education. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.776-786.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.950.

Reading comprehension is essential for children's academic development. The present study aims to compare the level of reading comprehension in bilingual and monolingual students in the third cycle of primary education in the province of Puno, Peru. A quantitative-descriptive, transactional and non-experimental approach was adopted. The sample consisted of 182 students, classified as monolingual (73) and bilingual (109). Data were collected from a text comprehension test conducted in Spanish. The results revealed that the levels of "Expected achievement" (23,1 %) and "Outstanding achievement" (15,4 %) were low. In addition, significant differences were found in reading comprehension, with monolinguals obtaining better results than bilinguals, especially those who speak Quechua, of which 39,7 % were "In the beginning". It is concluded that it is pertinent to implement educational strategies adapted to the linguistic and cultural characteristics of schoolchildren.

Palavras-chave : Bilingualism; Reading comprehension; Primary school student; Rural schools; Monolinguals.

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