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Comprehension improvement through reading strategies

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dc.contributor.advisorAyala Zárate, Jairspa
dc.contributor.authorÁvila Daza, Nelly PatriciaFemenino
dc.contributor.authorVélez Casas, Alba LuciaFemenino
dc.date.accessioned2019-10-03T20:44:42Z
dc.date.available2019-10-03T20:44:42Z
dc.date.issued2016-11-18
dc.description103 p.spa
dc.description.abstractThis small-scale qualitative action research study analyzed the impact of using scaffolding with different reading strategies (making inferences, predicting, activating previous knowledge, making connections, highlight and visualizing) to assist participants in reading comprehension using readings from Key English Test. The study was conducted with A1 English level ninth graders according to the CEFR (Common European Framework of Reference for Languages) at two public schools in Bogotá, Colombia. Participants revealed difficulties with reading comprehension in English due to lack of vocabulary and reading skills. Data was collected through KET, surveys, students' and teachers' journals and was analyzed through the grounded theory method (Corbin & Strauss, 2008). The KET besides being an instrument in the investigation, served to provide material which guided the proposed lesson plans for this study supporting the application of the reading strategies taught because they provided an opportunity to use the scaffolding approach. Research results revealed that reading strategies taught through a scaffolding approach and familiarity with the structure of KET had a positive influence on the learners' reading comprehension skills. Specifically, they helped build students own path to read, understand a text main idea, locate specific information and overcome the lack of vocabulary. This study advances foreign language reading research by extending the understanding of how learners can develop reading comprehension skills and deal with lack of vocabulary while reading in a foreign language. It also offers meaningful lessons for teachers of first and second languages.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationcommunityAulaspa
dc.description.educationcommunityInstituciónspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationotesEstrategia de lectura para mejorar desempeño en exámenes de inglés nacionales o internacionales.spa
dc.description.educationresearchEstudio cualitativospa
dc.description.educationsubjectEvaluaciónspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.handlehttp://hdl.handle.net/10818/28554
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2552
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
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dc.rightsUniversidad de La Sabanaspa
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/10818/28554spa
dc.subject.lembComprensión de lectura
dc.subject.lembLectura -- Pruebas de aptitud
dc.subject.lembInglés -- Enseñanza
dc.subject.lembAptitud de aprendizaje
dc.subject.proposalInglés -- Enseñanzaspa
dc.subject.proposalAptitud de aprendizajespa
dc.subject.proposalComprensión de lecturaspa
dc.subject.proposalLectura -- Pruebas de aptitudspa
dc.titleComprehension improvement through reading strategiesspa
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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