Literacy and Educational Practices
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Abstract
Abstract
The present research analyzed the relationship between methodological strategies and reading comprehension in students of the advanced cycle of an Alternative Basic Education Center (CEBA) in the district of Huaura. Through a quantitative approach, with a non-experimental cross-sectional design and correlational level, a sample of 80 students was evaluated using the survey technique and the questionnaire as an instrument. Descriptive results showed that 57.5% of students perceive methodological strategies at a regular level, while 46.3% reach a high level of reading comprehension. The inferential analysis, carried out with the Spearman's Rho coefficient, yielded a value of 0.786 with a significance of 0.000, which allows concluding the existence of a direct, positive, and good intensity relationship between both variables. It is recommended to strengthen teacher training in metacognitive strategies to particularly improve the inferential and critical levels of students.
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@article{Castillo2026Estrategias,
title = {Estrategias metodológicas y su relación con la comprensión lectora en la educación básica alternativa: un estudio correlacional en el ciclo avanzado},
author = {Mauro Julian Huaman Castillo},
journal = {Revista Multidisciplinar Epistemología de las Ciencias},
year = {2026},
doi = {10.71112/cz75v468},
url = {https://doi.org/10.71112/cz75v468}
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