Publicación: Intensive reading based on cross curricular topics : a strategy to foster students’ reading comprehension.
dc.contributor.advisor | Jimenez, Sonia | spa |
dc.contributor.author | Blanco Sarmiento, Elisabeth | Femenino |
dc.date.accessioned | 2019-11-18T15:30:17Z | |
dc.date.available | 2019-11-18T15:30:17Z | |
dc.date.issued | 2014-06-03 | |
dc.description | 101 p. | spa |
dc.description.abstract | “Fomentar la comprensión de lectura en estudiantes con nivel A1de Inglés” es un proyecto llevado a cabo en un colegio público en Bogotá con un grupo de estudiantes de Undécimo. Un aspecto clave para tener éxito tanto en el campo académico como en el profesional es tener unabuena comprensión de lectura. Este proyecto examina el uso de la estrategia “lectura en detalle” basada en temas transversales como medio para ayudar a los estudiantes a mejorar su comprensión lectora. La comprensión de lectura fue analizada siguiendo un método mixto. El análisis cualitativo fue hecho a través de encuestas a los estudiantes y del diario de campo del docente. El análisis cuantitativo se llevo a cabo a través de pruebas de lectura y guías de los estudiantes. El análisis mostró que los estudiantes mejoraron su habilidad para comprender una lectura especialmente en ejercicios tales como completar oraciones, selección múltiple y verdadero y falso. En el caso de preguntas abiertas, donde los estudiantes debían escribir, la mayoría tuvo dificultades para responder a estas preguntas. Mientras que algunos estudiantes tuvieron dificultades para encontrar la definición de las palabras cuando no estaban dentro de un contexto específico. A través de la investigación se identificó la necesidad de tener un programa de comprensión lectora en inglés durante todo el bachillerato, comenzando en la básica. Por otra parte, al utilizar la estrategia de lectura en detalle basada en temas transversales se identificó que los estudiantes sintieron más seguridad en sus habilidades lectoras, además les ayudó a activar su conocimiento previo y a inferir el significado de las palabras cuando se encontraban en un contexto específico. | spa |
dc.description.abstractenglish | “Fostering Reading Comprehension Skills in A1 Students” is a project carried out in a public school in Bogotá with a group of eleventh grade students. Reading comprehension is a key aspect for being successful in academic and professional fields. This project examines the use of intensive reading skills based on cross-curricular topics in order to help students improve their reading comprehension ability. Reading comprehension was analyzed using a mixed method approach. The qualitative analysis was done through students’ surveys, teacher’s journal, and the quantitative analysis through reading tests and students’ artifacts. The analysis showed that students improved their reading comprehension ability especially in the kind of exercises like gap filling, multiple choice and true and false. Conversely, they struggle to find word definitions when there is not a specific context. Additionally they had difficulties answering open questions. Through the research it was identified the necessity of having a reading comprehension program in English during all secondary, beginning in basic secondary. It is not enough to have a strong process only in eleventh grade. Another effect of using intensive reading skills based on crosscurricular topics is that students gained confidence in their reading comprehension process. Moreover, the cross-curricular topics helped them to activate their prior knowledge as well as to infer the meaning of words in a specific context. | spa |
dc.description.degreelevel | Maestría | spa |
dc.description.degreename | Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | spa |
dc.description.educationarea | Humanidades, lengua castellana e idiomas extranjeros | spa |
dc.description.educationaudience | Estudiantes | spa |
dc.description.educationcommunity | Institución | spa |
dc.description.educationcommunity | Localidad | spa |
dc.description.educationcommunity | Comunidad | spa |
dc.description.educationcommunity | País | spa |
dc.description.educationlevel | Básica primaria | spa |
dc.description.educationotes | Aplicaciones en el currículo de inglés, en la didáctica de la enseñanza del inglés transversalizado con ética y pensamiento critico | spa |
dc.description.educationresearch | Estudio cualitativo | spa |
dc.description.educationsubject | Currículo | spa |
dc.description.educationsubject | Didáctica | spa |
dc.description.educationsubject | Procesos de aprendizaje | spa |
dc.description.educationsubject | Tecnologías de la Información y la Comunicación | spa |
dc.format.mimetype | application/pdf | spa |
dc.identifier.uri | https://repositoriosed.educacionbogota.edu.co/handle/001/2975 | |
dc.language.iso | eng | spa |
dc.publisher | Universidad de La Sabana | spa |
dc.publisher.program | Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | spa |
dc.relation.references | Aguirre, J. & Ramos, B. (2008).Guidance in Reading Strategies: A First Step towards Autonomous Learning in a Semi-Distance Education Program. PROFILE, Issues in Teachers’ Professional Development, 11(1), 41-56. | spa |
dc.relation.references | Alderson,Ch. (1984) Reading in a Foreign Language.LogmanGroup. | spa |
dc.relation.references | Alderson, Ch. (1995) Assessing Reading..LongmanGroup. | spa |
dc.relation.references | Atorresi, A. (2009). Aportes para la enseñanza de la lectura, SERCE Segundo Estudio Regional Comparativo y Explicativo.Chile: UNESCO. | spa |
dc.relation.references | Auerbach, C. F. (2003). Qualitative Data : An Introduction to Coding and Analysis. New York : NYU press. | spa |
dc.relation.references | Bintiansawi, B. (2001). School-based Research Part 1 – Writing a Proposal. Retrieved from http://www.scribd.com/doc/7605428/MyProposal2 | spa |
dc.relation.references | Blachowicz, C. & Fisher, J (2009). Vocabulary in All Classrooms, 4th Edition.Allyn& Bacon | spa |
dc.relation.references | Bloom, B. (1971). Taxonomía de los Objetivos de la Educación. Buenos Aires: El Ateneo Editorial | spa |
dc.relation.references | Bogoya, A. (2011). Electronic Document Format (ISO). Fostering Fifth Graders' Reading Comprehension through the use of Intensive Reading in Physical Science.Colomb. Appl. Linguist. J. [online]. 2011, vol.13, n.1 [cited 2014-02-04], pp. 39-57 . Retrieved from: <http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412011000100004&lng=en&nrm=iso>.ISSN 0123-4641. | spa |
dc.relation.references | Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. White Plains, NY: Pearson Education. | spa |
dc.relation.references | Brown, H. D.& Gonzo T. S (1995).Reading on Second Language Acquisition . Prentice Hall Regence | spa |
dc.relation.references | Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. | spa |
dc.relation.references | Burns, A. (2010). Doing Action Research in English Language Teaching.New York: Routledge. | spa |
dc.relation.references | Caine, R. & Caine, G. (1991) “Making Connections: Teaching and the Human Brain. Banta Company | spa |
dc.relation.references | Calderon, S.,&Carvajal, L.& Guerrero A (2007). How to Improve Sixth Graders’ Reading Comprehension through the Skimming Technique.PROFILE, Issues in Teachers’ Professional Development, 8(1), 25-39. | spa |
dc.relation.references | Càrdenas, M.L (2006) Bilingual Colombia. Are we ready for it? What is needed? Proceedings on the 19th Annual English Australia Educator Conference, Perth, Australia. Retrieved from http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_c07 _07&Lev2=c06_carde | spa |
dc.relation.references | Carrell, P.L., Devine, J. and Eskey, D. E. (es) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. | spa |
dc.relation.references | Carrel, P. L., & Eisterhold, J. C. Schema Theory and ESL Reading Pedagogy. Tesol Quarterly, 17, 26-46. Retrieved September 2, 2011, from http://www.jstor.org/stable/3586613 | spa |
dc.relation.references | Carrell, P.L.(1983) Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a foreign Language, 1(2), 81-92. | spa |
dc.relation.references | Cely, R.M. (2007, November 12). Una Colombia bilingüe.Eleducador.Retrievedfrom http://www.eleducador.com/col/contenido/contenido.aspx?catID=107&conID=205 | spa |
dc.relation.references | Clavijo, A. (2004) “Teachers Acting Critically upon the curriculum: Innovations that Transform Teeaching.” Ikala, revista de lenguaje y cultura. Vol 9 No. 15 | spa |
dc.relation.references | Condemarín, M. “Evaluación de la Comprensión Lectora”. Lectura y Vida 2.2 1981: 5- 16.Printed | spa |
dc.relation.references | Chapman, C. & King, R. Differentiated Instructional Strategies for Reading in the Content Areas. (2003). Thousand Oaks, CA: Corwin Press. | spa |
dc.relation.references | Chatal, R. (2001).Diagnostic and Instructional Uses of the Cloze Procedure.The Nera Journal, 37 (1), 3-6 | spa |
dc.relation.references | Corbin, J. & Strauss, A. (2008).Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc, 3rd edition. | spa |
dc.relation.references | Coyle, D. (2005). Planning Tools for Teachers. Retrieved from http://www.slideshare.net/gorettiblanch/theoretical-clil-framework | spa |
dc.relation.references | Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. United Kingdom: Cambridge University Press. | spa |
dc.relation.references | Denscombe, Martyn. (2007) Good Research Guide. Buckingham, GBR: Open University Press, 2007. | spa |
dc.relation.references | Díaz, S&Laguado, J. Improving Reading Skills Through Skimming and Scanning Techniques in a Public School.Open. Writ.Doors.J. ISSN 2322-9187 • January-June 2013. Vol. 10 • Number 1 • Pamplona,. Colombia. PDF Version | spa |
dc.relation.references | Echeverry, L. & McNulty, M. (2010).Reading Strategies to Develop Higher Thinking skills for Reading Comprehension. Profile, Issues in Teachers’ Professional Development, | spa |
dc.relation.references | Eskey, D. (2005). Reading in Second Language In Handbook of Research in Second Language Teaching and Learning.Ed. Hinkel. | spa |
dc.relation.references | Forehand, M. (2005). Bloom's taxonomy: Original and revised.In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | spa |
dc.source | http://hdl.handle.net/10818/10788 | spa |
dc.subject.keywords | Reading comprehension | spa |
dc.subject.keywords | Cross-curricular topics | spa |
dc.subject.keywords | Intensive reading | spa |
dc.subject.keywords | Prior knowledge | spa |
dc.subject.lemb | Inglés -- Enseñanza | |
dc.subject.lemb | Inglés básico -- Enseñanza | |
dc.subject.lemb | Inglés comercial -- Enseñanza | |
dc.subject.proposal | Comprensión de lectura | spa |
dc.subject.proposal | Temas transversales | spa |
dc.subject.proposal | Lectura en detalle | spa |
dc.subject.proposal | Conocimientos previos | spa |
dc.title | Intensive reading based on cross curricular topics : a strategy to foster students’ reading comprehension. | spa |
dc.type | Trabajo de grado - Maestría | spa |
dc.type.dcmi-type-vocabulary | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
dspace.entity.type | Publication |
Archivos
Bloque original
1 - 2 de 2
No hay miniatura disponible
- Nombre:
- Elisabeth Blanco Sarmiento(TESIS).pdf
- Tamaño:
- 2.85 MB
- Formato:
- Adobe Portable Document Format
- Descripción:
No hay miniatura disponible
- Nombre:
- Autorización Elizabeth Blanco Sarmiento.pdf
- Tamaño:
- 904.88 KB
- Formato:
- Adobe Portable Document Format
- Descripción:
Bloque de licencias
1 - 1 de 1
No hay miniatura disponible
- Nombre:
- license.txt
- Tamaño:
- 1.71 KB
- Formato:
- Item-specific license agreed upon to submission
- Descripción: