Applying the Transtheoretical Model of Change to Personal Reading Habits in Middle School Students

dc.contributorPalma, Carla
dc.contributorFacultad de Educación
dc.contributorDepartamento de Pedagogía Media y Didácticas Específicas
dc.contributorCarrera de Pedagogía para Profesionales
dc.creatorYoacham De La Maza, Javier Cristián
dc.date2019-10-16T01:08:43Z
dc.date2019-10-16T01:08:43Z
dc.date2018
dc.date.accessioned2019-11-20T20:51:07Z
dc.date.available2019-11-20T20:51:07Z
dc.identifierhttp://repositorio.uahurtado.cl/handle/11242/24661
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3035306
dc.descriptionTesis para optar al grado de Licenciado en Educación
dc.descriptionThis study aimed to implement a pedagogical unit based on the transtheoretical model of change in order to promote the development of personal reading habits among students. Using a literature-based approach, 7th grade students were assigned a reading text: Holes, by Louis Sachar. Students were expected to do at least 15 minutes of personal reading time in class at the beginning of every class. Accompanying this, they were assigned a variety of tasks, many of which were writing tasks. These were designed to promote improved reading comprehension skills and raise awareness of individual’s contexts related to personal reading habits. The findings of this study suggest that while the majority of the students feel they are able to read and understand what they read, they do not spend any or much personal time reading literature. The conclusions open up new areas for more rigorous application of the program over a greater period of time and taking into account a wider degree of personal / group characteristics
dc.format35 h.
dc.languageen
dc.publisherUniversidad Alberto Hurtado
dc.subjectEnseñanza
dc.subjectInglés
dc.subjectComprensión de lectura
dc.titleApplying the Transtheoretical Model of Change to Personal Reading Habits in Middle School Students
dc.typeTesis


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