Abstract

QUISPE TURPO, Blanca et al. Children’s reading comprehension: effectiveness of an educational program centered on family, school, and context. Tribunal [online]. 2025, vol.5, n.12, pp.115-129.  Epub July 01, 2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i12.197.

Reading comprehension is a key skill that enables readers to interpret, infer, and adopt a critical stance toward a text through active and ongoing interaction with its content. Based on this premise, an educational program was designed to strengthen this competence by integrating family, school, and contextual factors as fundamental pillars of the learning process. The aim of the study was to evaluate the effectiveness of the program in second-grade students in the third cycle of primary education. The research employed a quasi-experimental design with non-probabilistic sampling, involving 32 students. A written test was applied before and after the intervention, and the results were analyzed using the Student’s t-test. Findings revealed statistically significant differences (p = 0.00 < 0.05) between the pretest and posttest means. It is concluded that the program had a positive impact on the development of reading comprehension in its three core dimensions.

Keywords : Reading comprehension; Context; School; Reading habits; Family; Children.

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