Browsing by Author "Vera Bermello, Vanessa Georgina"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Efectos de un programa de intervención lectora en niños de quintogrado
    (Universidad de Cuenca, 2025-02-24) Vera Bermello, Vanessa Georgina; Ortiz Ochoa, William Alfredo
    Promoting reading skills in middle childhood is essential for cognitive, social, spiritual, andmoral development. However, global, national, and local research highlights limited progressin these skills. This study evaluated the impact of an intervention programtoimprovereading skills in 73 fifth-grade students from basic education schools in Cuenca, distributedacross three quasi-experimental studies with experimental and control conditions. Theresearchers used the PROLEC-R test to assess participants during the pretest andposttest phases. Experimental groups participated in eight thematic sessions, while control groupsreceived no support. The Mann-Whitney U and Wilcoxon W statistical tests were usedfor the analysis of differences, and the biserial rank correlation for effect size. Results showedsignificant intra-group improvements (p ≤ 0.05) in all three studies. In the post test intergroupanalysis of the third study, the experimental group showed significant differences (p≤0.05) in Letter Identification (Same-Different) and Semantic Comprehension (Sentence andText Comprehension). In conclusion, while all studies evidenced significant intra-groupimprovements, the intergroup analysis of the third study demonstrated the effectivenessof the intervention program, highlighting the importance of gamified activities in strengtheningreading processes.
  • Thumbnail Image
    Publication
    Efectos de un programa de intervención lectora gamificada: un estudio cuasi-experimental en niños ecuatorianos
    (Universidad César Vallejo, 2025-12-23) Vera Bermello, Vanessa Georgina; Ortiz Ochoa, William Alfredo; Tacuri Reino, René David
    Promoting reading skills in middle childhood is essential for comprehensive development. However, global, national, and local research highlights limited progress in these skills. This study evaluated the impact of an intervention program to improve reading skills in 73 fifth-grade students from schools in Cuenca during the period September 2022–February 2023, distributed across three quasi-experimental studies. The researchers used the PROLEC-R test to assess participants during the pretest and posttest phases. Experimental groups participated in eight thematic sessions, while control groups received no support. The Mann-Whitney U and Wilcoxon W statistical tests were used for the analysis of differences, , and biserial rank correlation was applied to calculate effect size. Results showed significant intra-group improvements (p ≤ 0.05) in all three studies. In the post test intergroup analysis of the third study, the experimental group showed significant differences (p ≤ 0.05) in Letter Identification (Same-Different) and Semantic Comprehension (Sentence and Text Comprehension). In conclusion, while all studies evidenced significant intra-group improvements, the intergroup analysis of the third study demonstrated the effectiveness of the intervention program, highlighting the importance of gamified activities in strengthening reading processes