Podcast-based guided reading and semantic comprehension in Loja
DOI:
https://doi.org/10.51247/st.v9i3.768Keywords:
semantic comprehension, guided reading, educational podcast, Basic Education and formative assessment.Abstract
The study analyzed the impact of guided reading, complemented by short podcasts, on the semantic comprehension of literary texts among students in upper Basic General Education in Loja. The objective was to examine the influence of traditional methods and assess the effect of podcasts as a scaffolding resource for literal, inferential, and critical comprehension levels. Methodologically, a quasi-experimental design was employed with a census of 1,200 students and 300 teachers. A reading comprehension test, a discussion rubric, a listening checklist, and a Likert-scale questionnaire were applied. Data normality was verified using the Kolmogorov-Smirnov test, and comparisons were conducted using the Mann-Whitney and Wilcoxon tests, complemented by effect size calculations. The results showed significant improvements in the inferential and critical levels in the group that worked with guided reading and podcasts, while the literal level showed stable progress in both groups. Additionally, the convergence of the applied instruments supported the internal validity of the findings and confirmed the feasibility of the intervention within regular class time. It is concluded that integrating short podcasts into guided reading sequences strengthens semantic comprehension without altering the traditional classroom structure
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