<?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>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000300115</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i12.197</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión lectora infantil: eficacia de un programa educativo centrado en la familia, escuela y contexto]]></article-title>
<article-title xml:lang="en"><![CDATA[Children&#8217;s reading comprehension: effectiveness of an educational program centered on family, school, and context]]></article-title>
<article-title xml:lang="pt"><![CDATA[Compreensão leitora infantil: eficácia de um programa educacional centrado na família, escola e contexto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe Turpo]]></surname>
<given-names><![CDATA[Blanca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Santa Cruz]]></surname>
<given-names><![CDATA[Diego Heber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condori Lazarte]]></surname>
<given-names><![CDATA[Yeny Flora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa Gutierrez]]></surname>
<given-names><![CDATA[Fredy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pari Orihuela]]></surname>
<given-names><![CDATA[Miryam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valero Ancco]]></surname>
<given-names><![CDATA[Vidnay Noel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano Grupo de Investigación Educativa Rikch&#8217;ariy ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<fpage>115</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000300115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000300115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000300115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La comprensión lectora es una habilidad clave que permite al lector interpretar, deducir y adoptar una postura crítica frente a un texto mediante una interacción activa y constante con su contenido. Con base en esta premisa, se diseñó un programa educativo orientado a fortalecer dicha competencia, integrando a la familia, la escuela y el contexto como ejes fundamentales del proceso formativo. El objetivo del estudio fue evaluar la eficacia del programa en estudiantes de segundo grado del tercer ciclo de educación primaria. La investigación empleó un diseño cuasiexperimental con muestreo no probabilístico, involucrando a 32 estudiantes. Se aplicó una prueba escrita antes y después de la intervención, cuyos resultados fueron analizados con la prueba t de Student. Los hallazgos indicaron diferencias estadísticamente significativas (p = 0.00 &lt; 0.05) entre las medias pretest y postest. Se concluye que el programa tuvo un impacto positivo en el desarrollo de la comprensión lectora en sus tres dimensiones fundamentales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8217;s t-test. Findings revealed statistically significant differences (p = 0.00 &lt; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A compreensão leitora é uma habilidade essencial que permite ao leitor interpretar, inferir e adotar uma postura crítica diante de um texto por meio de uma interação ativa e contínua com seu conteúdo. Com base nessa premissa, foi desenvolvido um programa educacional voltado para o fortalecimento dessa competência, integrando família, escola e contexto como pilares fundamentais do processo de aprendizagem. O objetivo do estudo foi avaliar a eficácia do programa em alunos do segundo ano do terceiro ciclo do ensino fundamental. A pesquisa adotou um delineamento quase-experimental com amostragem não probabilística, envolvendo 32 alunos. Aplicou-se um teste escrito antes e depois da intervenção, cujos resultados foram analisados com o teste t de Student. Os achados revelaram diferenças estatisticamente significativas (p = 0,00 &lt; 0,05) entre as médias do pré-teste e do pós-teste. Conclui-se que o programa teve um impacto positivo no desenvolvimento da compreensão leitora em suas três dimensões centrais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Contexto]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Hábitos de lectura]]></kwd>
<kwd lng="es"><![CDATA[Familia]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Context]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Reading habits]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[Contexto]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Hábitos de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
</kwd-group>
</article-meta>
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