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Developing reading comprehension through content based activities

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dc.contributor.advisorBanegas, Dariospa
dc.contributor.authorGualtero Aranda, NubiaFemenino
dc.date.accessioned2019-10-23T19:02:10Z
dc.date.available2019-10-23T19:02:10Z
dc.date.issued2016-08-17
dc.description115 p.spa
dc.description.abstractEn esta era de la información, la comprensión lectora es una habilidad esencial. Los resultados de pruebas estandarizadas nacionales e internacionales recientes que evalúan esta habilidad han evidenciado el bajo nivel en la comprensión de lectura de los estudiantes colombianos especialmente en las instituciones educativas públicas. Teniendo este hecho en cuenta, esta investigación cualitativa busca determinar en qué medida la implementación de actividades basadas en contenidos puede desarrollar la comprensión de lectura y habilidades de pensamiento de nivel superior de estudiantes de nivel A1 de inglés según el Marco Común Europeo de Referencia para las Lenguas. Los datos fueron recolectados a través de la implementación de encuestas y pruebas de comprensión de lectura KET aplicados a los estudiantes antes y después de la intervención y artefactos de los estudiantes. Estos datos fueron analizados siguiendo las etapas propuestas por los principios de la teoría fundamentada, las cuales son codificación abierta, axial y selectiva para determinar los aspectos a analizar en la implementación de actividades basadas en contenidos en este contexto especifico. El análisis de los datos reveló que la implementación de actividades basadas en contenidos mejora la comprensión de lectura y habilidades de pensamiento (análisis y evaluación). Este estudio amplia el entendimiento de la efectividad de la implementación de la enseñanza de lenguas basada en contenido en la comprensión de lectura y habilidades de pensamiento de estudiantes de nivel básico en colegios no bilingües y presenta actividades para facilitar la integración de aprendizaje de una lengua extranjera y contenidos en niveles principiantes garantizando el aprendizaje permanente de los estudiantes y éxito en su vida profesional y académica.spa
dc.description.abstractenglishIn this information era reading comprehension is an essential skill. Recent standardized international and national test results have demonstrated the students’ low level in reading comprehension skills, especially those who attend public schools. Bearing in mind this fact, this qualitative research study intends to determine to what extent the implementation of content-based activitiesmight develop A1 (CEFR) eleventh grade students’ reading comprehension and higher order thinking skills (HOTS) of a public school. This proposal is a qualitative action research study in which the teacher is involved in the research as a researcher and as a teacher. Data were collected by implementing a pre and post students’ question naires, a pre and post reading comprehension KET test as well as students’ artifacts. The data collec ted were analyzed by following the stages proposed by the grounded theory principles which are open coding, axial coding and selective coding to determine the most relevant aspects to examine during the implementation of content based activities at this specific context. The analysis of data revealed that content based activities foster learners’ reading comprehension, analysis and evaluation thinking skills. This study extends the understanding of the effectiveness of implementing content based activities in A1 (CEFR) students’ reading comprehension and higher order thinking skills in non-bilingual schools. It also presents noteworthy activities to facilitate the integration of content and language learning in to beginner levels, ensuring students’ lifelong learning and success in their academic and professional lives.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2797
dc.language.isospaspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/26247spa
dc.subject.armarcComprensión de lectura -- Colombia
dc.subject.armarcActividades estudiantiles
dc.subject.armarcLectura complementaria
dc.subject.keywordsContent-based instructionspa
dc.subject.keywordsReading comprehensionspa
dc.subject.keywordsThinking skillsspa
dc.subject.proposalComprensión de lecturaspa
dc.subject.proposalEnseñanza de lenguas basada en contenidosspa
dc.subject.proposalHabilidades de pensamientospa
dc.titleDeveloping reading comprehension through content based activitiesspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
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