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Ser lector experto : un reto desde la comprensión lectora

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dc.contributor.advisorCubillos Moreno, Andrea Carolinaspa
dc.contributor.authorBetancourt, Carmen ElizabetFemenino
dc.contributor.authorBlanco Villamil, AydeéFemenino
dc.contributor.authorRodríguez Moreno, EsperanzaFemenino
dc.date.accessioned2019-10-09T16:41:53Z
dc.date.available2019-10-09T16:41:53Z
dc.date.issued2016
dc.description204 p.spa
dc.description.abstract​​Investigación realizada en tres colegios públicos de Bogotá con el objetivo de saber de qué manera los niveles de comprensión lectora: literal, inferencial y crítico, se fortalecen con las habilidades prelectoras, mientras se lee y poslectoras, mediante una estrategia basada en el marco de la Enseñanza para la Comprensión, en estudiantes de ciclo I y II.spa
dc.description.abstractenglishThe present research, titled : being expert reading, a challenge from reading comprehension, took place in three public schools in cycle I and II. Its objective is to establish in what way the reading comprehension levels: literal, inferential and critical, strenghthen each other from a strategy that consider prereadings skills ( during the construction ) and posreadings ones. The importance come up taking into account the students ́low performance in SABER, OECD and PISA assessment and the difficulties seen inside the classroom; all this information is based on Alfonso & Sánchez, Solé, Smith & Dahl theories. The outcomes show a significant performance in the preceding reading levels; students prompt their previous knowledge based on the teaching for the understanding frame; they use the contributions of the text in order to verify hypothesis by associating and relating information, so they assume a critical position with a clear point of view taking advantage of the metacognition processes. This study is focused on a mixed method research, with a descriptive and educational action approach, where allowed us to recognize the students ́ ideas and interpretations in order to support the development of reading comprehension skills for achieving a better performance. Finally, according to the results, it is important to continue working on the skills that permit to reach clear and logical synthesis.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Pedagogíaspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.handlehttp://hdl.handle.net/10818/25972
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2599
dc.language.isospaspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Pedagogíaspa
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/10818/25972spa
dc.subject.keywordsReading comprehension skillsspa
dc.subject.keywordsReadingspa
dc.subject.keywordsDidactic strategiesspa
dc.subject.keywordsReading levelsspa
dc.subject.keywordsTeaching for understanding EPCspa
dc.subject.lembLectura -- Investigaciones
dc.subject.lembAptitud para la lectura
dc.subject.lembLectura complementaria
dc.subject.lembComprensión de lectura
dc.subject.proposalHabilidades de Comprensión Lectoraspa
dc.subject.proposalLecturaspa
dc.subject.proposalEstrategias Didácticasspa
dc.subject.proposalNiveles de Lecturaspa
dc.subject.proposalEnseñanza para la Comprensiónspa
dc.titleSer lector experto : un reto desde la comprensión lectoraspa
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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