Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners

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dc.contributor.advisorRuíz Martín, Maritza
dc.contributor.authorTherán Peralta, Roxana Astrid
dc.contributor.corporatenameUniversidad Santo Tomásspa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002059320
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=TfCOng0AAAAJ
dc.date.accessioned2024-04-16T00:23:26Z
dc.date.available2024-04-16T00:23:26Z
dc.date.issued2024
dc.descriptionEste estudio investiga los efectos del método TPRS (Teaching Proficiency Through Reading and Storytelling) en los procesos de lectura y escritura en un grupo de 4 niños de 10 a 11 años que estaban en quinto grado. Se diseñaron una prueba previa (prueba de diagnóstico), planeaciones de clase y una prueba posterior al finalizar el curso para determinar los resultados de la enseñanza del inglés a través de sesiones de lectura y la narración de cuentos. Se empleó un enfoque de investigación cualitativo para obtener una comprensión profunda de cómo el uso del método TPRS afecta el proceso de aprendizaje de idiomas en esta población específica. Los datos fueron recolectados a través de una entrevista semi-estructurada, observaciones y reflexiones registradas en los diarios, así como una encuesta en línea. El análisis reveló importantes resultados sobre la eficacia del método TPRS en el contexto escolar, destacando su potencial para mejorar la participación y el compromiso de los estudiantes con el aprendizaje de idiomas. Los hallazgos ofrecen perspectivas valiosas para educadores y profesionales interesados en enriquecer las prácticas de enseñanza de idiomas en la sección de primaria. Palabras clave: TPRS (enseñanza a través de la lectura y narración de cuentos), inglés como lengua extranjera, proceso de lectura, proceso de escritura, aprendizaje en línea.spa
dc.description.abstractThis study investigates the effects of the TPRS method (Teaching Proficiency through Reading and Storytelling) on reading and writing skills in a group of 4 children aged 10-11 who were in fifth grade. A pre-test (diagnostic test), lesson plans and a post-test at the end of the course were designed to determine the outcomes of teaching English through reading sessions and storytelling. A qualitative research approach was employed to gain in-depth understanding of how the use of this method affects the language learning process in this specific population. Data were collected through a semi-structured interview, observations, and reflections recorded in journals, as well as an online survey. The analysis revealed significant insights into the effectiveness of the TPRS method in the school context, highlighting its potential to enhance student participation and engagement with language learning. The findings offer valuable perspectives for educators and professionals interested in enriching language teaching practices at the elementary level. Keywords: TPRS (teaching proficiency through reading and storytelling), EFL, reading process, writing process, online learning.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.format.mimetypeapplication/pdf
dc.identifier.citationTherán Peralta, R. A. (2024). Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/54642
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotáspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
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dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordTPRS (teaching proficiency through reading and storytelling)spa
dc.subject.keywordEFLspa
dc.subject.keywordReadingspa
dc.subject.keywordWritingspa
dc.subject.keywordOnline Learningspa
dc.subject.lembLicenciatura en Lengua Extranjera - Inglésspa
dc.subject.lembAprendizajespa
dc.subject.lembMetodologíaspa
dc.subject.proposalTPRS (enseñanza a través de la lectura y narración de cuentos)spa
dc.subject.proposalInglés como lengua extranjeraspa
dc.subject.proposalProceso de Lecturaspa
dc.subject.proposalProceso de Escrituraspa
dc.subject.proposalAprendizaje en línea.spa
dc.titleTeaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginnersspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTrabajo de gradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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