Improving reading comprehension through direct learning strategies
| dc.contributor.author | Martínez Granada, Liliana | |
| dc.contributor.author | Acosta Rubiano, Deyssi | |
| dc.date.accessioned | 2018-05-09T16:55:44Z | |
| dc.date.available | 2018-05-09T16:55:44Z | |
| dc.description | Este artículo muestra los resultados de un proyecto de investigación relacionado con la aplicación de algunos talleres en los que las estrategias directas de aprendizaje (resaltar, toma de apuntes, de agrupación, asociación, mapeo semántico y de resumen) que fueron enseñadas e implementadas con los estudiantes de un colegio oficial de bachillerato urbano de Ibagué, durante el primer semestre de 2014 para mejorar la comprensión de lectura en inglés. La población de este estudio estaba conformada por estudiantes de noveno grado; uno de los grupos fue el experimental y el otro el grupo de control. Los datos fueron recolectados a través de: Una prueba diagnóstica, talleres de lectura en concordancia con las estrategias que se habían seleccionado y finalmente una prueba de progreso. Los resultados de esta investigación mostraron que de las estrategias implementadas sobresalieron: resaltar, toma de notas y asociación. Esto se debió a que estas estrategias no solo ayudaron a los estudiantes a entender mejor lo que leían, les hicieron sentir más cómodos y deseosos de participar, sino que además cambiaron la actitud frente al proceso lectura en inglés. | spa |
| dc.description.abstract | This article shows the results of a research project concerning to the implementation of some workshops in which direct learning strategies (highlighting, take notes, grouping, associating, semantic mapping and summarizing strategies) were explained and implemented to students of a public urban high school in Ibague, during the first semester of 2014 to enhance the English reading comprehension. The population of this study was made up of students from 9th grade; one of the groups was the experimental and the other the control group. Data were collected through a diagnostic test, a series of six workshops with students according to the strategies that were selected and the progress test. Results of this research study showed that once the learning strategies were implemented, the most commonly used by the participants was the highlighting, takes notes and associating strategies. This was due to that these strategies not only helped them to understand better what they read, they felt comfortable and willing to participate, but also they changed their attitude towards the reading English process. | spa |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/11634/11834 | |
| dc.publisher.branch | CRAI-USTA Duad | spa |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.subject.keyword | Direct learning strategies | spa |
| dc.subject.keyword | Reading comprehension process, | spa |
| dc.subject.proposal | Estrategia de aprendizaje | spa |
| dc.subject.proposal | Proceso de comprensión de la lectura | spa |
| dc.subject.proposal | Lectura | spa |
| dc.title | Improving reading comprehension through direct learning strategies | spa |
| dc.type.category | Generación de Nuevo Conocimiento: Artículos publicados | spa |
| dc.type.drive | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion |