<?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>1692-5858</journal-id>
<journal-title><![CDATA[Encuentros]]></journal-title>
<abbrev-journal-title><![CDATA[Encuentros]]></abbrev-journal-title>
<issn>1692-5858</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma del Caribe, Facultad de Ciencias Sociales y Humanas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1692-58582018000100011</article-id>
<article-id pub-id-type="doi">10.15665/.v16i01.945</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de la lectura en voz alta en la compresión lectora de estudiantes de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of high voice reading in reading understanding of primary students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos da leitura em voz alta em compreensão de leitura Alunos do ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lastre-M.]]></surname>
<given-names><![CDATA[Karina Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chimá-López]]></surname>
<given-names><![CDATA[Fradit De Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla-Pérez]]></surname>
<given-names><![CDATA[Anuar Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sucre Facultad ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Martin Luther King Jr.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Martin Luther King Jr.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>11</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1692-58582018000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1692-58582018000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1692-58582018000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación pretendió estudiar los efectos de la lectura en voz alta en el nivel de comprensión lectora en estudiantes de básica primaria. Se asumió el enfoque cuantitativo con un tipo de estudio explicativo bajo un diseño cuasi-experimental con prebruepa- postprueba en un solo grupo experimental. La muestra estuvo representada por un total de 33 estudiantes, luego de reunir unos criterios de inclusión y exclusión, a estos se les aplicó la prueba de comprensión lectora de complejidad Lingüística Progresiva (C.L.P), de Alliende, Condemarín, y Milicic, (1991). Posterior a la aplicación, se ejecutó la estrategia del programa de lectura en voz en un periodo de tiempo de 4 meses. El análisis de los resultados se realizó con el paquete estadístico SPSS versión 22 con la aplicación de estadística no paramétrica, pues la muestra no presentó una distribución normal, por ello se utilizó la prueba Wilcoxon, con un nivel de significancia de 0.05. Los resultados dejaron entrever que los estudiantes luego de aplicación del programa mejoraron significativamente los niveles literal (p: 000) e inferencial (p: 0.014 y p:0.001). Sin embargo, para el nivel crítico textual (p: 0.485 y p: 0.034) no existe significancia estadística. Se concluye que los niveles de comprensión lectora pueden mejorar con la intervención de la lectura en voz alta en sus niveles literales e inferencial y se corrobora que a medida que se pasa a otro nivel de lectura, la complejidad es mayor y para alcanzarlo se requiere de mayor trabajo y tiempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aimed to study the effects of reading aloud at the level of reading comprehension in elementary school students. The quantitative approach was assumed with a type of explanatory study under a quasi-experimental design with prebrand-posttest in a single experimental group. The sample was represented by a total of 33 students, after meeting criteria of inclusion and exclusion, they were applied the reading comprehension test of Progressive Linguistic Complexity (CLP), by Alliende, Condemarín, and Milicic, (1991). After the application, the strategy of the reading program in voice was executed in a period of time of 4 months. The analysis of the results was performed with the statistical package SPSS version 22 with the application of non-parametric statistics, since the sample did not present a normal distribution, so the Wilcoxon test was used, with a level of significance of 0.05. The results showed that students after application of the program significantly improved levels literal (p: 000) and inferential (p: 0.014 and p: 0.001). However for the critical textual level (p: 0.485 and p: 0.034) there is no statistical significance. It is concluded that levels of reading comprehension can improve with the intervention of reading aloud at their literal and inferential levels and it is corroborated that as one moves to another level of reading, the complexity is greater and to reach it is required Greater work and time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa teve como objetivo estudar os efeitos da leitura em voz alta no nível de compreensão de leitura em alunos do ensino fundamental. a abordagem quantitativa com um tipo de estudo explicativo sob um desenho quase experimental com pós- teste prebruepa- foi assumida em um grupo experimental. A amostra foi representada por um total de 33 estudantes, depois de se encontrar critérios de inclusão e de exclusão, estes foram administrados a compreensão de leitura de teste da complexidade linguística Progressiva (CRE) de Alliende, Condemarín, e Milicic (1991) . Após a aplicação, a voz de leitura estratégia do programa foi executado em um período de 4 meses. A análise dos resultados foi realizada com o programa SPSS versão 22 com a aplicação de estatísticas não paramétricas, uma vez que a amostra não apresentar uma distribuição normal, de modo que foi utilizado o teste de Wilcoxon, com um nível de significância de 0,05. Os resultados sugeriram que após a implementação do programa os alunos melhorou significativamente os níveis literal (p: 000) e inferencial (p = 0,014 e p: 0,001). No entanto, para o nível crítico textuais (p = 0,485 e p: 0,034) não existe qualquer significância estatística. Concluise que os níveis de compreensão da leitura pode ser melhorada com a intervenção de leitura em voz alta em seus níveis literal e inferencial e corrobora que, como passou para outro nível de leitura, a complexidade aumenta e para alcançálo é necessária mais trabalho e tempo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[estrategia]]></kwd>
<kwd lng="es"><![CDATA[estimulación]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Understanding]]></kwd>
<kwd lng="en"><![CDATA[Strategy]]></kwd>
<kwd lng="en"><![CDATA[Stimulation]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[Entendimento]]></kwd>
<kwd lng="pt"><![CDATA[estratégia]]></kwd>
<kwd lng="pt"><![CDATA[estimulação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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