<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000502488</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i31.679</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dinámicas de lectura para mejorar el aprendizaje significativo en adolescentes de una institución educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading dynamics to improve meaningful learning in adolescents in an educational institution]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dinâmica de leitura para melhorar a aprendizagem significativa de adolescentes em uma instituição educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda]]></surname>
<given-names><![CDATA[Pilar De la Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Rafael José Bazante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arones]]></surname>
<given-names><![CDATA[Maritza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza]]></surname>
<given-names><![CDATA[Claudia Maria Ricardina Atencio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[Ericka Villamares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>31</numero>
<fpage>2488</fpage>
<lpage>2497</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000502488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000502488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000502488&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el ámbito educativo, la comprensión lectora juega un papel fundamental en el desarrollo académico de los estudiantes. La implementación de dinámicas de lectura efectivas puede ser una estrategia valiosa para mejorar el aprendizaje significativo. Por el este estudio tiene como objetivo evaluar el impacto de las dinámicas de lectura en el aprendizaje significativo de adolescentes de una institución educativa, mediante un enfoque cuantitativo y experimental, se evaluaron los cambios observados antes y después de la intervención. Se conformó un grupo experimental y un grupo de control, y la población de estudio estuvo compuesta por 51 estudiantes seleccionados a través de muestreo censal. Se utilizaron encuestas y una rúbrica para recolectar datos y evaluar el desarrollo de las sesiones de lectura. Los resultados establecen que la implementación de dinámicas de lectura mejoró significativamente el aprendizaje significativo de los estudiantes de una institución educativa en La Libertad, Perú (p &lt; .001); concluyendo que las dinámicas de lectura tuvieron un efecto positivo en el aprendizaje significativo de los estudiantes, especialmente en aquellos con dificultades en la comprensión de textos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In education, reading comprehension plays a fundamental role in the academic development of students. The implementation of effective reading dynamics can be a valuable strategy to improve meaningful learning. The objective of this study is to evaluate the impact of reading dynamics on the significant learning of adolescents in an educational institution, using a quantitative and experimental approach, the changes observed before and after the intervention were evaluated. An experimental group and a control group were formed, and the study population consisted of 51 students selected through census sampling. Surveys and a rubric were used to collect data and evaluate the development of the reading sessions. The results establish that the implementation of reading dynamics significantly improved the meaningful learning of students in an educational institution in La Libertad, Peru (p &lt; .001); concluding that reading dynamics had a positive effect on the meaningful learning of students, especially those with difficulties in text comprehension.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na educação, a compreensão da leitura desempenha um papel fundamental no desenvolvimento acadêmico dos alunos. A implementação de dinâmicas de leitura eficazes pode ser uma estratégia valiosa para melhorar a aprendizagem significativa. O objetivo deste estudo é avaliar o impacto da dinâmica de leitura na aprendizagem significativa de adolescentes em uma instituição de ensino, usando uma abordagem quantitativa e experimental, foram avaliadas as mudanças observadas antes e depois da intervenção. Foram formados um grupo experimental e um grupo de controle, e a população do estudo foi composta por 51 alunos selecionados por amostragem censitária. Pesquisas e uma rubrica foram usadas para coletar dados e avaliar o desenvolvimento das sessões de leitura. Os resultados estabelecem que a implementação de dinâmicas de leitura melhorou significativamente a aprendizagem significativa dos alunos em uma instituição educacional em La Libertad, Peru (p &lt; 0,001); concluindo que as dinâmicas de leitura tiveram um efeito positivo na aprendizagem significativa dos alunos, especialmente daqueles com dificuldades na compreensão de textos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Dinámicas educativas]]></kwd>
<kwd lng="en"><![CDATA[Reading strategies]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Educational dynamics]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Dinâmica educacional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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