Publicación:
Developing reading comprehension through graphic organizers in CLIL

Vista sencilla de ítem
dc.contributor.advisorMorales Pulido, Virginiaspa
dc.contributor.authorGómez Patino, Judith CarolinaFemenino
dc.date.accessioned2019-10-23T16:09:42Z
dc.date.available2019-10-23T16:09:42Z
dc.date.issued2017-05-05
dc.description101 p.spa
dc.description.abstractEl objetivo principal de este estudio de investigación fue determinar cómo la aplicación de los organizadores gráficos afecta el desarrollo de las habilidades de lectura de los estudiantes en el aprendizaje integrado de contenido y lengua extranjera. Esta investigación siguió un enfoque de investigación acción y se llevó a cabo en una institución educativa estatal con 36 estudiantes de READING COMPREHENSION IN CLIL ii noveno grado. De acuerdo con los datos recogidos en el análisis de necesidades hay una escasa comprensión de lectura, así como estrategias adecuadas para leer. La estrategia para abordar el problema fue el uso de organizadores gráficos y la integración de contenidos de otras asignaturas. Los instrumentos para la recolección de datos usados son: pruebas de lectura, cuestionarios y el diario de campo de la docente. Después de la implementación y el análisis de los datos se encontró que los organizadores gráficos promueven la comprensión de lectura, desarrollan estrategias de lectura, y mejoran el aprendizaje integrado de contenidos y lengua extranjera. Estas herramientas permiten a los estudiantes analizar los textos, seleccionar información importante y organizar el contenido desarrollando habilidades de pensamiento de orden inferior y superior para construir conocimiento. La organización de la información leída usando gráficos permite a los estudiantes retener el contenido del texto ya que los organizadores gráficos promueven el aprendizaje significativo, los organizadores son herramientas valiosas que permiten conectar la información previa y la nueva que el lector tiene de un texto. Aunque los textos contenían una cantidad considerable de vocabulario desconocido y los estudiantes nunca habían recibido instrucción en el aprendizaje de contenidos de otras asignaturas en inglés superaron estas dificultades usando los organizadores y los glosarios.spa
dc.description.abstractenglishThe main purpose of this research study was to determine how the application of graphic organizers affects the development of students’ reading skills in CLIL. This research followed an action research approach and it was carried out at a state school with 36 ninth graders. According to the data collected in the needs analysis, there is a lack of reading comprehension skills as well as appropriate strategies to read. The strategy to address the problem was the use of graphic organizers and involvement of topic related to other subjects. The instruments for data collection were reading tests, questionnaires and teacher’s journal. After the implementation and the data analysis, it was found that the graphic organizers promote reading comprehension, develop reading strategies, and enhance Content and Language Integrated Learning. These tools allow the learners to analyze the texts, select important information and organize the content developing lower and higher thinking skills to construct knowledge. The organization of the information read using graphics allows the learners to retain the content of the text as the graphic organizers promote meaningful learning, the organizers are valuable tools to connect the previous and new information that the reader elicits from a text. Although the texts contained a lot of unknown vocabulary and the learners had never received instruction in Content and Language Integrated Learning they overcame these difficulties using the organizers and glossaries. At the end of the implementation, they concluded that they learned language and content using those strategies.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/001/2788
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.relation.referencesAfflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. http://doi.org/10.1598/RT.61.5.1spa
dc.relation.referencesAl-Mahrooqi, R., & Rahma, R. A. a A.-M. (2014). Focusing on Efl Reading: Theory and Practice. Cambridge Scholars Publisher. Retrieved from https://books.google.com.co/books?id=dqAxBwAAQBAJspa
dc.relation.referencesAlderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Pressspa
dc.relation.referencesAnderson, G. (2006). “ Be sensitive … to both intensive and extensive reading .” Cambridge University Press, 1–3.spa
dc.relation.referencesAugust, D., Francis, D. J., Hsu, H. A., & Snow, C. E. (2006). Assessing Reading Comprehension in Bilinguals. The Elementary School Journal, 107(2), 221–238. http://doi.org/10.1086/510656spa
dc.relation.referencesAusubel, D. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winstonspa
dc.relation.referencesBallou, A. K. (2012). Using Explicit Strategy Instruction to Improve Reading Comprehension Using Explicit Strategy Instruction to Improve Reading Comprehension. St. John Fisher Collegespa
dc.relation.referencesBean, T., Baldwin, S., & Readence, J. (2011). Content-area Literacy: Reaching and Teaching the 21st Century Adolescent. Huntington Beach: Shell Education. Retrieved from https://books.google.com.co/books?id=fJqk0sjicQUCspa
dc.relation.referencesBellanca, J. (2007). Graphic organizers: tools for lifelong thinking and learning. In A guide to graphic organizers: helping students organize and process content for deeper learning (p. 196). California: Corwin Press.spa
dc.relation.referencesBentley, K. (2010). The TKT Course: CLIL Module. Cambridge: Cambridge University Press;spa
dc.relation.referencesBernhardt, B. (2010). Using Graphic Organizers to Enhance Reading Comprehension. University of California.spa
dc.relation.referencesBin, A., & Amin, M. (2004). ITE TEACHERS ’ CONFERENCE 2004 USING GRAPHIC ORGANIZERS Paper Presented by, 1–16.spa
dc.relation.referencesBogoya, A. P. (2011). Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science. Colombian Applied Linguistics Journal, 13(1), 39– 57. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412011000100004&lng=en&tlng=en.spa
dc.relation.referencesBrod, M., Tesler, L. E., & Christensen, T. L. (2009). Qualitative Research and Content Validity: Developing Best Practices Based on Science and Experience. Quality of Life Research, 18(9), 1263–1278. Retrieved from http://www.jstor.org/stable/40539893spa
dc.relation.referencesBromley, K. (2008). From drawing to digital creations: graphic organizers in the classroom. In Research on Teaching Literacy through the Communicative and Visual Arts. New York: Routledgespa
dc.relation.referencesBromley, K., Irwin-De Vitis, L., & Modlo, M. (1995). Graphic Organizers. New York: Scholastic Professional Booksspa
dc.relation.referencesBrown, H. D. (2007). Principles of Language Learning and Teaching (4th ed.). White Plains: Pearson Longman. Retrieved from https://books.google.com.co/books?id=jUF0QgAACAAJspa
dc.relation.referencesBurns, A. (1999). Collaborative Action Research for English Language Teachers. Cambrridge: Cambridge Universtiy Press.spa
dc.relation.referencesBurns, A. (2010). Doing Action Research in English Language Teaching. New York: Rouledge.spa
dc.relation.referencesBustamante, T. (2014). The Use of Graphic Organizers to Improve Reading Comprehension in a Pre-Intermediate EFL Class at Sagrados Corazones High School.spa
dc.relation.referencesCarrell, P., & Eisterhold, J. (1983). Schema Theory and ESL Reading Pedagogy. Tesol. http://doi.org/10.2307/3586613spa
dc.relation.referencesCasas, M. (2010). Enhancing Student Learning in Middle School. Enhancing Student Learning in Middle School. http://doi.org/10.4324/9780203847107spa
dc.relation.referencesCendoya, A., & Adibin, V. (2010). A CLIL experience based on the use of tasks and different genre types. Latin American Journal of Content and Language Integrated Learning, 3(1), 11–17. Retrieved from http://revistas.unisabana.edu.co/index.php/LACLIL/article/download/2643/2779spa
dc.relation.referencesCharmaz, K. (2015). Grounded Theory. In J. A. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (3rd ed.). London: SAGE Publicationsspa
dc.relation.referencesColombo, M., & Furbush, D. (2009). Teaching English Language Learners Content and Language in Middle and Secondary Mainstream Classrooms. Thousand Oaks, CA.: SAGE Publications.spa
dc.relation.referencesCooper, J. D., Robinson, M. D., Slansky, J. A., & Kiger, N. D. (2016). Literacy: Helping Students Construct Meaning (Tenth edit). Boston: Cengage Learning. Retrieved from https://books.google.com.co/books?id=Unw7DQAAQBAJspa
dc.relation.referencesCorbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA.: Sage Publications, Inc. Retrieved from https://books.google.com.co/books?id=OZwSAQAAIAAJspa
dc.relation.referencesCouncil of Europe. (2001). The Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.spa
dc.relation.referencesCoyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.spa
dc.relation.referencesCreswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Approaches (3rd ed.). Thousand Oaks, CA.: SAGE Publications. http://doi.org/10.2307/1523157spa
dc.relation.referencesCreswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed., Vol. 4). Boston: Pearson Education. http://doi.org/10.1017/CBO9781107415324.004spa
dc.relation.referencesCreswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Applied Linguistics (6th ed., Vol. 2). Los Angeles: SAGE Publications. http://doi.org/10.1111/j.1753-6405.2007.00096.xspa
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/10818/30303spa
dc.subject.keywordsGraphic organizersspa
dc.subject.keywordsReading comprehensionspa
dc.subject.keywordsCLILspa
dc.subject.lembTecnología educativa
dc.subject.lembComprensión de lectura
dc.subject.lembInglés -- Materiales de enseñanza
dc.subject.lembOrganizadores gráficos
dc.subject.proposalOrganizadores gráficosspa
dc.subject.proposalComprensión de lecturaspa
dc.subject.proposalAprendizaje integrado de contenido y lengua extranjeraspa
dc.titleDeveloping reading comprehension through graphic organizers in CLILspa
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
Archivos
Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
Judith Carolina Gómez Patino (Tesis).pdf
Tamaño:
1.88 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
H.A.A. Tesis de Maestría