TY - GEN
T1 - Método ILVEM en Velocidad y Comprensión Lectora en estudiantes Universitarios
AU - Hannover Díaz Ruiz, Erik
AU - Cecilia Villavicencio Torres, Anita
AU - Alicia Calvanapón Alva, Flor
AU - Manuel Jimenéz Ubillus, Victor
N1 - Publisher Copyright:
© 2024 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
PY - 2024/1/1
Y1 - 2024/1/1
N2 - The objective of this study was to determine the influence of the ILVEM method on reading speed and comprehension among students at a private university in Trujillo during the year 2023. A quantitative methodology with a descriptive-explanatory approach was adopted, using a preexperimental design. The sample consisted of 45 students from this educational institution. For data collection, tools such as the ILVEM Evaluation System, a mechanical stopwatch, and a specific reading comprehension assessment test were used. Preliminary results showed that before the implementation of the ILVEM method, 91% of the students exhibited reading speeds categorized as slow. Additionally, the reading comprehension level of most was in the low range, with 31% at the literal level. After applying the ILVEM method, there was a decrease in the percentage of students with slow reading speed, dropping to 58%. Significantly, there was also an increase in reading comprehension, particularly in the ability to make high-level inferences, which rose to 38%.
AB - The objective of this study was to determine the influence of the ILVEM method on reading speed and comprehension among students at a private university in Trujillo during the year 2023. A quantitative methodology with a descriptive-explanatory approach was adopted, using a preexperimental design. The sample consisted of 45 students from this educational institution. For data collection, tools such as the ILVEM Evaluation System, a mechanical stopwatch, and a specific reading comprehension assessment test were used. Preliminary results showed that before the implementation of the ILVEM method, 91% of the students exhibited reading speeds categorized as slow. Additionally, the reading comprehension level of most was in the low range, with 31% at the literal level. After applying the ILVEM method, there was a decrease in the percentage of students with slow reading speed, dropping to 58%. Significantly, there was also an increase in reading comprehension, particularly in the ability to make high-level inferences, which rose to 38%.
KW - criterial level
KW - inferential level
KW - literal level
KW - reading comprehension
KW - reading speed
UR - https://www.scopus.com/pages/publications/85203847170
U2 - 10.18687/LACCEI2024.1.1.1665
DO - 10.18687/LACCEI2024.1.1.1665
M3 - Contribución a la conferencia
AN - SCOPUS:85203847170
T3 - Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
BT - Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology
PB - Latin American and Caribbean Consortium of Engineering Institutions
T2 - 22nd LACCEI International Multi-Conference for Engineering, Education and Technology, LACCEI 2024
Y2 - 17 July 2024 through 19 July 2024
ER -