<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032022000100251</article-id>
<article-id pub-id-type="doi">10.15517/aie.v22i1.49073</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores de éxito en la enseñanza de comprensión lectora en la educación remota de emergencia (ERT)]]></article-title>
<article-title xml:lang="en"><![CDATA[Success factors in teaching reading comprehension in emergency remote training (ERT)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salgado Torres]]></surname>
<given-names><![CDATA[Mariluz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Centroamericana (UCA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Nicaragua</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>251</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032022000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032022000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032022000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El cierre masivo de las escuelas como medida de contención del COVID-19 obligó a la adopción de modalidades de educación remota de emergencia (ERT) durante el año 2020. A pesar de la relevancia de dichas nuevas modalidades de educación, las investigaciones alrededor de las condiciones que aseguran el éxito de estas en la enseñanza es limitado, particularmente, en países centroamericanos. El objetivo del presente artículo fue identificar los factores de éxito para la enseñanza de comprensión lectora en modalidades de educación remota de emergencia en los terceros grados de tres escuelas hondureñas y tres escuelas nicaragüenses, dos escuelas urbanas y una escuela rural de Nicaragua; asi como dos escuelas urbanas y una escuela rural de Honduras beneficiadas por una organización sin fines de lucro durante la pandemia del COVID-19. El abordaje metodológico es cualitativo-exploratorio. La muestra está compuesta por dieciocho personas de tres escuelas hondureñas y tres escuelas nicaragüenses, además de siete personas expertas locales. La distribución de la muestra por país es la siguiente: 3 docentes, 3 directores y 4 madres de familia en Honduras; y 2 docentes, 3 directores y 4 madres y 1 padre de familia en Nicaragua.Se emplearon entrevistas semiestructuradas y método Delphi de tres rondas interactivas. Los resultados de esta investigación identificaron los siguientes factores de éxito: i) apoyo emocional y psicológico a docentes y estudiantado; ii) diseño instruccional flexible a la heterogeneidad de los hogares; iii) facilitación de interacción estudiante-docente enfocada en el acompañamiento; iv) comunicación regular entre docentes y padres y madres de familia; v) acompañamiento parental desde el hogar; vi) capacitaciones a madres y a padres de familia y vii) capacitaciones a docentes. Estos hallazgos amplían el cuerpo de conocimientos sobre ERT y enseñanza de comprensión lectora, validando un marco de referencia a las realidades de Honduras y Nicaragua. Para los factores de éxito identificados con hallazgos no concluyentes se requiere de mayor investigación. De igual forma, futuras investigaciones son importantes para demostrar el efecto de estos factores de éxito en la enseñanza de comprensión lectora en diversos contextos y realidades; así como analizar su compleja interrelación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The massive closure of schools as a containment measure for COVID-19 forced the adoption of emergency remote education modalities (ERT) during 2020. Despite the relevance of these new education modalities, research around the the conditions that ensure their success in teaching are limited, particularly in Central American countries. The objective of this article was to identify the success factors for the teaching of reading comprehension in emergency remote education modalities in the third grades of three Honduran schools and three Nicaraguan schools, two urban schools and one rural school in Nicaragua; as well as two urban schools and a rural school in Honduras benefited by a non-profit organization during the COVID-19 pandemic. The methodological approach is qualitative-exploratory. The sample is made up of eighteen people from three Honduran schools and three Nicaraguan schools, in addition to seven local experts. The distribution of the sample by country is as follows: 3 teachers, 3 principals, and 4 mothers in Honduras; and 2 teachers, 3 principals, and 4 mothers and 1 father in Nicaragua. Semi-structured interviews and the Delphi method of three interactive rounds were used. The results of this research identified the following success factors: i) emotional and psychological support for teachers and students; ii) instructional design flexible to the heterogeneity of households; iii) facilitation of student-teacher interaction focused on accompaniment; iv) regular communication between teachers and parents; v) parental support from home; vi) trainings for mothers and fathers and vii) trainings for teachers. These findings expand the body of knowledge on ERT and reading comprehension teaching, validating a frame of reference to the realities of Honduras and Nicaragua. For identified success factors with inconclusive findings, further investigation is required. Similarly, future research is important to demonstrate the effect of these success factors in the teaching of reading comprehension in various contexts and realities; as well as analyzing their complex interrelation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación remota]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lectura]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="en"><![CDATA[remote education]]></kwd>
<kwd lng="en"><![CDATA[reading instruction]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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