Desarrollo de la Lectura en Educación Primaria: Un Estudio Longitudinal Sobre Velocidad, Comprensión y Calidad, a Través de una Intervención Pedagógica

Introduction: The present study was carried out with the objective of analyzing the longitudinal impact of a pedagogical intervention on speed, comprehension and reading quality in third grade students. The research is justified by the need to address comprehensively the deficiencies in reading, which persist in the school context and are often not evaluated in the long term. Methodology: A quantitative approach was used, with a single-group longitudinal quasi-experimental design with pre-test, post-test and follow-up measurements. The sample consisted of 79 third-grade students from the Junín Educational Institution in Córdoba. Fluency tests and observation cards were applied at three different times over 8 months. Data was analyzed using a repeated measurement ANOVA in the SPSS software. Results and discussion: The analyses yielded highly significant results (p < .001) for all three variables, with large and extraordinarily large effect sizes (η2 = .595 for speed; η2 = .419 for understanding; η 2 = .820 for quality). The average speed increased from 1.36 to 2.59, while the average comprehension increased from 1.25 to 1.86, and the average quality rose from 1.15 to 3.09 in the follow-up measurement. These findings demonstrate the effectiveness of an intervention that integrates innovative strategies and reinforces the literature that supports a holistic approach to the reading process, validating the central hypothesis of the study. Conclusions: The pedagogical intervention proved to be highly effective and durable, producing remarkable improvements that were consolidated over time. It is concluded that an integrated approach to reading teaching can have a transformative impact on students' reading skills. For future research, it is recommended to include a control group to strengthen the internal validity of results.