Intervención Metacognitiva PAOTL en Comprensión Lectora: Estudio Cuasi-Experimental Jerárquico
Metacognitive Intervention PAOTL in Reading Comprehension: Hierarchical Quasi-Experimental StudyContenido principal del artículo
El desarrollo de habilidades avanzadas de comprensión lectora constituye un desafío persistente en la educación contemporánea. Este estudio evaluó la eficacia de la estrategia PAOTL (Parafraseo, Análisis, Organización, Transferencia y Lectura) en los niveles de comprensión lectora literal, inferencial y crítico-valorativo. El objetivo del estudio fue determinar el impacto de una intervención metacognitiva en la comprensión lectora de estudiantes de sexto grado. Se empleó un enfoque cuantitativo, con diseño cuasi-experimental con pre-test/post-test y grupo de control no equivalente. La muestra consistió en 234 estudiantes distribuidos en 10 aulas de 4 escuelas públicas urbanas, asignados al grupo experimental (n=118) que recibió la intervención PAOTL durante 16 semanas, o al grupo control (n=116) con instrucción tradicional. Los resultados, analizados con Modelos Lineales Jerárquicos, revelaron un efecto de tratamiento significativo y positivo en la comprensión total (γ = 14.52, p < .001), con efectos pronunciados en los niveles inferencial y crítico-valorativo. Se concluye que la estrategia PAOTL constituye una intervención altamente eficaz para desarrollar habilidades de pensamiento de orden superior en comprensión lectora.
Developing advanced reading comprehension skills remains a persistent challenge in contemporary education. This study evaluated the effectiveness of the PAOTL (Paraphrasing, Analyzing, Organizing, Transferring, and Reading) strategy on literal, inferential, and critical-evaluative reading comprehension. The study aimed to determine the impact of a metacognitive intervention on the reading comprehension of sixth-grade students. A quantitative approach was used, employing a quasi-experimental pre-test/post-test design with a non-equivalent control group. The sample consisted of 234 students distributed across 10 classrooms in 4 urban public schools, assigned to either the experimental group (n=118), which received the PAOTL intervention for 16 weeks, or the control group (n=116), which received traditional instruction. The results, analyzed using Hierarchical Linear Models, revealed a significant and positive treatment effect on overall comprehension (γ = 14.52, p < .001), with pronounced effects at the inferential and critical-evaluative levels. It is concluded that the PAOTL strategy constitutes a highly effective intervention for developing higher-order thinking skills in reading comprehension.
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