LUZA MENDOZA, Vanessa Katherinne2024-03-052024-03-052024-02-05https://repositorio.ispa.edu.pe/handle/123456789/351The present research is titled application of the “I LOVE READING” program, for the improvement of reading comprehension, within the mediators program through remote classes in the boys and girls of the green classroom aged 5 years, of the “Las Semillitas” Initial Educational Institution, Metropolitan Lima, Peru, 2021. Aiming to improve reading comprehension with the application of the “I LOVE READING” program, taking into account the quantitative, experimental approach, pre- experimental design with a pre-test and post-test. Among the instruments for the pre-test and post-test, the questionnaire and the evaluation rubric were taken into account. For sampling, we worked with convenience sampling at a non-probabilistic or directed level, therefore, the sample was made up of 8 students. Finally, among the main findings is the improvement of reading comprehension, corroborated with the hypothesis test, using the Wilconxon test, as a result, (p-value) level of bilateral significance is equal to 0.014 Therefore, it is identified that it is less than the alpha level, which corresponds to 0.05, therefore, according to the established criteria, a significant difference is observed between the mean of the initial test and the final test, also accepting Hi and rejecting Ho. Likewise, with the application of the post test, according to figure 12, 100% of the boys and girls are within the level of achievement, in relation to the performances, and in relation to the sub-indicators literal level, inferential level and criterial level, therefore, concluding that the “I LOVE READING” program achieved improvement in reading comprehension. Keywords: reading comprehension, boys and girls, reading, performances.