<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982024000202079</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14547754</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[TALLER &#8220;PREGUNTANDO&#8221; PARA FORTALECER EL NIVEL LITERAL DE LECTURA]]></article-title>
<article-title xml:lang="en"><![CDATA[ASKING QUESTIONS&#8221; WORKSHOP TO STRENGTHEN THE LITERAL READING LEVEL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Poma]]></surname>
<given-names><![CDATA[Irina Giovanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chuquin Berrios]]></surname>
<given-names><![CDATA[Julima Gisella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salomé Maita]]></surname>
<given-names><![CDATA[Gina Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melgar Tapia]]></surname>
<given-names><![CDATA[Gonzalo Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Huancavelica  ]]></institution>
<addr-line><![CDATA[Huancavelica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional del Centro del Perú  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Escuela de Educación Superior Pedagógico Público Teodoro Peñaloza  ]]></institution>
<addr-line><![CDATA[Chupaca ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982024000202079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982024000202079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982024000202079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El informe ejecutivo de PISA 2022 revela que Perú se sitúa en una posición baja en habilidades de lectura entre discentes de 15 años, con puntuaciones por debajo del promedio de la OCDE y en la parte más baja en comparación con otros países evaluados. A pesar de algunas mejoras en América Latina, Perú enfrenta desafíos significativos, como la calidad de la enseñanza, recursos educativos insuficientes, desigualdades regionales, factores socioeconómicos, metodologías pedagógicas desactualizadas, falta de evaluación y seguimiento, falta de interés en la lectura y problemas de infraestructura escolar. En una institución educativa de Tarma, el desempeño en comprensión lectora es particularmente deficiente, con solo el 40% de los estudiantes respondiendo correctamente a preguntas literales y un 5% a preguntas críticas. En respuesta, se ha diseñado el taller "Preguntando" con el objetivo de fortalecer el nivel literal de lectura en discentes de primero de secundaria. El estudio es cualitativo, pues los docentes aplicaron el taller &#8220;Preguntando&#8221; que tiene los siguientes pasos: 1) Desarrollo del taller, 2) Evaluación de Logros de Aprendizaje. El taller permitió elaborar preguntas para evaluar: 1) Identificación explícita del texto, 2) Comprensión de significados literales, 3) Estructura del texto, 4) Memorización de datos textuales y 5) Localización de detalles específicos. Para la formulación de preguntas se tomó en cuenta el cuento &#8220;Satu&#8221; de Jean D&#8217;Carval. La eficacia del taller &#8220;Preguntando&#8221; presenta su propuesta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The PISA 2022 executive report reveals that Peru ranks low in reading skills among 15-year-olds, with scores below the OECD average and at the bottom compared to other countries assessed. Despite some improvements in Latin America, Peru faces significant challenges, such as teaching quality, insufficient educational resources, regional inequalities, socioeconomic factors, outdated pedagogical methodologies, lack of evaluation and monitoring, lack of interest in reading, and school infrastructure problems. In one educational institution in Tarma, reading comprehension performance is particularly poor, with only 40% of students responding correctly to literal questions and 5% to critical questions. In response, the &#8220;Asking questions&#8221; workshop has been designed with the objective of strengthening the literal level of reading in first year secondary school students. The study is qualitative, since the teachers applied the &#8220;Asking&#8221; workshop with the following steps: 1) Development of the workshop, 2) Evaluation of Learning Achievement. The workshop allowed the elaboration of questions to evaluate: 1) Explicit identification of the text, 2) Comprehension of literal meanings, 3) Text structure, 4) Memorization of textual data and 5) Localization of specific details. For the formulation of questions, the story &#8220;Satu&#8221; by Jean D'Carval was taken into account. The effectiveness of the workshop &#8220;asking&#8221; presents its proposal.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Taller]]></kwd>
<kwd lng="es"><![CDATA[fortalecimiento]]></kwd>
<kwd lng="es"><![CDATA[nivel de comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[literal]]></kwd>
<kwd lng="en"><![CDATA[Workshop]]></kwd>
<kwd lng="en"><![CDATA[strengthening]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension level]]></kwd>
<kwd lng="en"><![CDATA[literal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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