Promovido por:
https://orcid.org/0009-0001-1696-9604
https://orcid.org/0000-0001-9854-2753
Este estudio exploratorio examinó el impacto de dos condiciones de lectura en la comprensión de estudiantes de sexto grado. El objetivo fue determinar si la participación virtual en una intervención de lectura en voz alta se asociaba con diferencias en la comprensión lectora en comparación con la lectura silenciosa. Los participantes fueron asignados a una de las dos condiciones. La comprensión lectora entre condiciones se evaluó mediante un pretest y un posttest. El pretest estableció los niveles iniciales, mientras que el posttest evaluó la lectura independiente de nuevos fragmentos del texto. Los datos se analizaron mediante una prueba independiente t para examinar las ganancias de comprensión y un análisis de covarianza (ANCOVA) para evaluar las diferencias en el postest controlando las puntuaciones iniciales. Los resultados no mostraron diferencias estadísticamente significativas entre las condiciones de lectura, ni en los cambios de la media entre grupos ni después de controlar las diferencias iniciales. Sin embargo, se observó un tamaño de efecto práctico grande entre los grupos con la prueba t , favoreciendo la lectura en voz alta. Esto sugiere que la intervención puede tener importancia educativa a pesar de la falta de significancia estadística. La naturaleza exploratoria del estudio y el reducido tamaño de la muestra sugieren la necesidad de continuar investigando el potencial impacto de estas modalidades de lectura en muestras más amplias y diversas. Los hallazgos contribuyen a la literatura sobre lecturas en voz alta y la alfabetización en la escuela media y ofrecen implicaciones para investigaciones futuras.
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