Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

   One of the most critical and still unsolved problems is the low reading comprehension of texts in Peruvian high school students. This critical problem has been corroborated by international tests such as PISA (2015, 2018) and a variety of studies by researchers who have become aware of this worrying situation. In this scenario, the present research study aims to establish whether the Lectoryn module had any influence on literal reading comprehension of texts in students in the first year of Basic Regular Education. In order to achieve this objective, the study used a quantitative approach and a quasi-experimental design. As data collection instruments, tests (pre-test and post test) were used on an intact sample of 51 students (control group, n=24; and experimental group, n=27). The results showed that in the pre-test both groups were at the Initial level and, after the implementation of the Lectoryn module, the experimental group improved to the level of expected achievement, whereas the control group did not. For contrasting the hypothesis, the Mann–Whitney U test was used, which showed, statistically, that there were no significant differences in the pre-test between the two groups, whereas, in the post test, there were evident differences. 

 The aim of this research is to determine the relationship between empathy and occupational burnout syndrome in teachers of regular basic education in Lima Metropolitan; with a sample of 249 teachers of the primary and high school levels. The type of research is quantitative descrip­tive basic of correlational scope. As measuring instruments, the Interpersonal Reactivity Index (IRI) and the Maslach-ES Burnout Inventory (MBI) were administered. The results showed that the measured variables presented statistically significant strong and very strong non-linear cor­relations, obtaining the highest correlation between Perspective Taking (cognitive empathy) and Personal Achievement (burnout); and the lowest between Fantasy (cognitive empathy) and De­personalization (burnout). One of the suggestions made was that the educational institutions of the country disseminate knowledge about the negative consequences of professional burnout in personal, professional and organizational life and the importance of training and regulating the empathy that allows achieving a healthy socio-emotional development in teachers and students.