RESUMEN Esta investigación pretendió estudiar los efectos de la lectura en voz alta en el nivel de comprensión lectora en estudiantes de básica primaria. Se asumió el enfoque cuantitativo con un tipo de estudio explicativo bajo un diseño cuasi-experimental con prebruepa- postprueba en un solo grupo experimental. La muestra estuvo representada por un total de 33 estudiantes, luego de reunir unos criterios de inclusión y exclusión, a estos se les aplicó la prueba de comprensión lectora de complejidad Lingüística Progresiva (C.L.P), de Alliende, Condemarín, y Milicic, (1991). Posterior a la aplicación, se ejecutó la estrategia del programa de lectura en voz en un periodo de tiempo de 4 meses. El análisis de los resultados se realizó con el paquete estadístico SPSS versión 22 con la aplicación de estadística no paramétrica, pues la muestra no presentó una distribución normal, por ello se utilizó la prueba Wilcoxon, con un nivel de significancia de 0.05. Los resultados dejaron entrever que los estudiantes luego de aplicación del programa mejoraron significativamente los niveles literal (p: 000) e inferencial (p: 0.014 y p:0.001). Sin embargo, para el nivel crítico textual (p: 0.485 y p: 0.034) no existe significancia estadística. Se concluye que los niveles de comprensión lectora pueden mejorar con la intervención de la lectura en voz alta en sus niveles literales e inferencial y se corrobora que a medida que se pasa a otro nivel de lectura, la complejidad es mayor y para alcanzarlo se requiere de mayor trabajo y tiempo.

ABSTRACT This research aimed to study the effects of reading aloud at the level of reading comprehension in elementary school students. The quantitative approach was assumed with a type of explanatory study under a quasi-experimental design with prebrand-posttest in a single experimental group. The sample was represented by a total of 33 students, after meeting criteria of inclusion and exclusion, they were applied the reading comprehension test of Progressive Linguistic Complexity (CLP), by Alliende, Condemarín, and Milicic, (1991). After the application, the strategy of the reading program in voice was executed in a period of time of 4 months. The analysis of the results was performed with the statistical package SPSS version 22 with the application of non-parametric statistics, since the sample did not present a normal distribution, so the Wilcoxon test was used, with a level of significance of 0.05. The results showed that students after application of the program significantly improved levels literal (p: 000) and inferential (p: 0.014 and p: 0.001). However for the critical textual level (p: 0.485 and p: 0.034) there is no statistical significance. It is concluded that levels of reading comprehension can improve with the intervention of reading aloud at their literal and inferential levels and it is corroborated that as one moves to another level of reading, the complexity is greater and to reach it is required Greater work and time.

RESUMO Esta pesquisa teve como objetivo estudar os efeitos da leitura em voz alta no nível de compreensão de leitura em alunos do ensino fundamental. a abordagem quantitativa com um tipo de estudo explicativo sob um desenho quase experimental com pós- teste prebruepa- foi assumida em um grupo experimental. A amostra foi representada por um total de 33 estudantes, depois de se encontrar critérios de inclusão e de exclusão, estes foram administrados a compreensão de leitura de teste da complexidade linguística Progressiva (CRE) de Alliende, Condemarín, e Milicic (1991) . Após a aplicação, a voz de leitura estratégia do programa foi executado em um período de 4 meses. A análise dos resultados foi realizada com o programa SPSS versão 22 com a aplicação de estatísticas não paramétricas, uma vez que a amostra não apresentar uma distribuição normal, de modo que foi utilizado o teste de Wilcoxon, com um nível de significância de 0,05. Os resultados sugeriram que após a implementação do programa os alunos melhorou significativamente os níveis literal (p: 000) e inferencial (p = 0,014 e p: 0,001). No entanto, para o nível crítico textuais (p = 0,485 e p: 0,034) não existe qualquer significância estatística. Concluise que os níveis de compreensão da leitura pode ser melhorada com a intervenção de leitura em voz alta em seus níveis literal e inferencial e corrobora que, como passou para outro nível de leitura, a complexidade aumenta e para alcançálo é necessária mais trabalho e tempo.

El tema central de la investigación es el estudio de las estrategias de aprendizaje y el rendimiento académico en estudiantes de educación básica primaria de la Institución pública Policarpa Salavarrieta. Como metodología se asumió un estudio no experimental de diseño selectivo o expost-facto, pues se seleccionaron los participantes según sus características personales y se estableció una relación entre las variables objeto de estudio: estrategias de aprendizaje (VI) y rendimiento académico (VD); recogiendo una muestra intencional de 60 estudiantes del grado 5 los cuales respondieron a la aplicación de la escala ACRA de Román y Gallego (1994). Los análisis realizados fueron descriptivos de las principales variables del estudio y correlaciones lineales entre las estrategias de aprendizaje y el rendimiento académico. Los resultados indicaron correlaciones estadísticamente significativas entre las diferentes escalas del Test ACRA siendo todas positivas, de igual manera se aprecia que asignaturas como Lengua Castellana y Ciencias Naturales tienen una asociación fuerte. Finalmente, existe asociación entre las variables de estrategias de aprendizaje y rendimiento académico, por lo cual se puede aseverar que del empleo adecuado de las estrategias de aprendizaje dependerá el alcance de un rendimiento académico.

The focus of research is the study of learning strategies and academic achievement in students of primary education public institution Policarpa Salavarrieta. As a non-experimental methodology selective ex post-facto design or assumed, because the participants were selected according to their personal characteristics and a relationship between the variables under study were established: learning strategies (VI) and academic performance (VD); picking a purposive sample of 60 Grade 5 students who responded to the application of the ACRA Scale ROMÁN AND GALLEGO (1994). The analyzes were descriptive of the main study variables and linear correlations between learning strategies and academic performance. The results showed statistically significant correlations between different scales of ACRA Test being all positive, just as it can be seen that subjects such as Spanish Language and Natural Sciences have a strong association. Finally it was concluded that the association between the variables of learning strategies and academic performance, so it can be stated that the appropriate use of learning strategies depend on the scope of academic performance.

O foco da pesquisa é o estudo de estratégias e desempenho acadêmico em estudantes do ensino primário instituição pública Policarpa Salavarrieta. Como um projeto não-experimental estudo metodologia ou seletivos assumiu, porque os participantes foram selecionados de acordo com suas características pessoais e uma relação entre as variáveis em estudo foram estabelecidos ex-post-facto: estratégias de aprendizagem (VI) e desempenho acadêmico (VD); a coleta de uma amostra intencional de 60 Grau 5 alunos que responderam à aplicação da escala ACRA Roman e Gallego (1994). As análises foram descritivo das principals variáveis do estudo e lineares correlações entre estratégias de aprendizagem e desempenho acadêmico. Os resultados mostraram correlações estatisticamente significativas entre diferentes escalas Teste ACRA ser tudo positivo, assim como ele pode ser visto que temas como Língua Espanhola e Ciencias Naturais tem uma forte associação. Por fim, concluiuse que a associagao entre as variáveis de estratégias e desempenho acadêmico de aprendizagem, por isso pode-se afirmar que o uso adequado de estratégias de aprendizagem dependem do alcance do desempenho acadêmico

Adjuvants have been considered for a long time to be an accessory and empirical component of vaccine formulations. However, accumulating evidence of their crucial role in initiating and directing the immune response has increased our awareness of the importance of adjuvant research in the past decade. Nevertheless, the importance of adjuvants still is not fully realized by many researchers working in the vaccine field, who are involved mostly in the search for better target antigens. The choice of a proper adjuvant can be determinant for obtaining the best results for a given vaccine candidate, but it is restricted due to intellectual property and know-how issues. Consequently, in most cases the selected adjuvant continues to be the aluminum salt, which has a record of safety, but predominantly constitutes a delivery system (DS). Ideally, new strategies should combine immune potentiators (IP) and DS by mixing both compounds or by obtaining structures that contain both IP and DS. In addition, the term immune polarizer has been introduced as an essential concept in the vaccine design strategies. Here, we review the theme, with emphasis on the discussion of the few licensed new adjuvants, the need for safe mucosal adjuvants and the adjuvant/immunopotentiating activity of conjugation. A summary of toxicology and regulatory issues will also be discussed, and the Finlay Adjuvant Platform is briefly summarized.

Immunization is one of the most successful and cost-effective health interventions ever. Immunization have been helping to reduce child mortality, improving maternal health and combating infectious diseases. In spite of its, undisputed past success and promising future, however, immunization remains an unfinished agenda because of them inadequate coverage. Several factors have been largely responsible of a difficulty to attain immunization coverage and have been recognized as a problems of current vaccines, such as: the number of dose, excessive use of parenteral route, a small number of adjuvants approve for use in human, higher reactogenicity and unavailability against intracellular pathogens, infected or altered cells and scanty feasibility to combined more than one antigen in the same formulation. For bacterial meningitis WHO estimates that 1.2 million cases occur annually and Neisseria meningitidis is the etiological agent in more than 40% of these cases although some meningococcal vaccines are available. To bear in mind these principals problems, a novel protocol for vaccination against N. meningitidis called Single Time Vaccination Strategy (SinTimVaS) is proposed. Using female BALB/c mice, we induce systemic and mucosal immune responses against N. meningitidis with only one parenteral and one mucosal dose at the same time, employing the Finlay Adjuvants derivate from N. meningitidis, AFPL1 and AFCo1, respectively. In conclusion, SinTimVaS could increase the vaccination coverage and reduce the time-cost of vaccine campaigns, adding the possibility to increase the herd immunity by mucosal specific response induction.

Meningococcal B strains accounts for some 72% and 28% of meningococcal diseases in infants and toddlers in Europe and the USA, respectively. Nevertheless, meningococcal diseases are rare in Cuba owing to the wide spread program on antimeningococcal vaccination in the country. Finlay Institute is one of the pioneering organizations in Neisseria Vaccinology mainly by its contribution to N. meningitidis serogroup B outer membrane-based bivalent vaccine, VA-MENGOC-BC™. This vaccine was given intramuscularly in more than 60 million doses corresponding 10.7 millions of them to Cuban young adults, children, and infants. However, most dangerous or commensally Neisseria strains enter and establish in the mucosa, where the secretory (S) IgA is the main specific guardian and is mainly induced by mucosal routes. However, few mucosal vaccines exist principally due to the absent of mucosal adjuvants. We develop a Finlay Adjuvant (AF) platform based in outer membrane vesicles (Proteoliposome, PL) and its derivate Cochleate (Co). AFPL1 derived from serogroup B N. meningitidis is a potent Th1/CTL driving parenteral adjuvant. AFCo1 is a potent mucosal adjuvant. Therefore, we sought to go deeper in the possible mucosal cross recognition between N. meningitidis serogroups and Neisseria species and explore a concurrent mucosal and parenteral immunization strategy (SinTimVaS) in order to develop suitable mucosal vaccines. Experiments were conducted in Balb/c or C57Bl6 mice with mucosal and systemic immunization using AFCo1 and AFPL1. Human sera and saliva were also analyzed for cross cognition. Mucosal cross recognition at SIgA level in human saliva between N. meningitidis serogroups B, A, C, Y, and W135 were observed. This SIgA cross recognition response was also observed between pathogenic (N. meningitidis serogroup B, N. gonorrhoeae) and non-pathogenic strains (N. flava, N. lactamica). The possible influence of meningococcal vaccination against Gonorrhea was also explored. A proprietary Single Time Vaccination Strategy combining simultaneous mucosal and parenteral doses was developed. N. meningitidis and N. gonorrhoeae show significant cross immune response, and mucosal immunization with AFCo1 to obtain immunity against both strains may be a useful strategy to combat both infections in humans. Single Time Vaccination Strategy could be important to increased human vaccination coverage and herd immunity protecting both systemic and mucosal environments.