Strategy training to english language learners: consolidating reading strategies

dc.contributorRodriguez Buitrago, July Carolina
dc.date.accessioned2019-12-03T20:04:32Z
dc.date.accessioned2022-09-23T13:50:43Z
dc.date.available2019-12-03T20:04:32Z
dc.date.available2022-09-23T13:50:43Z
dc.date.created2019-12-03T20:04:32Z
dc.date.issued2019-10-24
dc.identifierAdler, C. R. (2004). Seven strategies to teach students text comprehension. Retrieved from https://www.readingrockets.org/article/seven-strategies-teach-students-textcomprehension
dc.identifierAkkakoson, S. (2013). The relationship between strategic reading instruction, student learning of l2-based reading strategies and l2 reading achievement. Journal of Research in Reading, 36(4), 422-450. doi:10.1111/jrir.12004
dc.identifierAlderson, J. (2000). Assessing Reading (Cambridge Language Assessment). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511732935
dc.identifierAllen, L. K., Jacovina, M. E., & McNamara, D. S. (2016). Cohesive features of deep text comprehension processes. In J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society in Philadelphia, PA, (pp. 2681-2686). Austin, TX: Cognitive Science Society. Published with acknowledgment of federal support.
dc.identifierAlshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39. https://doi.org/10.5430/elr.v3n1p39
dc.identifierBaker, L. (2008). Metacognition in Comprehension Instruction- What we’ve learned since NRP. In C. Collins Block & S. R. Harris (Eds.) Comprehension instruction- Research Based Best Practices. New York, NY, US: The Gilford Press.
dc.identifierBаkеr, L., & Bеаll, L. C. (2009). Mеtаcоgnіtіvе prоcеssеs аnd rеаdіng cоmprеhеnsіоn. Іn S. Е. Іsrаеl & G. G. Duffу (Еds.), Hаndbооk оf rеsеаrch оn rеаdіng cоmprеhеnsіоn. Nеw Уоrk: Rоutlеdgе. pp. 373-388
dc.identifierBasit, T. N. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational Research, 45, 143-154.
dc.identifierBates, T. (2015). Teaching in a digital age. Open Educational Resources Collection, 6. Retrieved from https://irl.umsl.edu/oer/6
dc.identifierBates, B. (2016). Learning theories simplified : ... and how to apply them to teaching. Los Angeles: SAGE
dc.identifierBeale, A., M. (2013). Skimming and scanning: Two important strategies for speeding up your reading. Retrieved from: http://www.howtolearn.com/2013/02/skimming-andscanning-two-important-strategies-for-speeding-up-your-reading/.
dc.identifierBećirović, S., Brdarević-Čeljo, A., & Sinanović, J. (2017). The use of metacognitive reading strategies among students at international burch university: A case study. European Journal of Contemporary Education, (6–4), 645. https://doi.org/10.13187/ejced.2017.4.645
dc.identifierBidabadi, S.F., & Yamat, H. (2013). EFL learners’ perceptions towards meta-cognitive strategy use in English language listening. Journal of Language Studies, 13(3), 31-43. Retrieved from http://ejournal.ukm.my/gema/article/view/4219/2336
dc.identifierBlanco Sarmiento, E. (2014). Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension (Unpublished Master's dissertation) Available from Intellectum. Retrieved from http://hdl.handle.net/10818/10788
dc.identifierBolukbas, F. (2013). The effect of reading strategies on reading comprehension in teaching turkish as a foreign language. Educational Research and Reviews, 8(21), 2147-2154. doi: 10.5897/ERR2013.1614
dc.identifierBrown, J. D. (2001). Using surveys in language programs. Cambridge, England: Cambridge University Press
dc.identifierBrown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14–21. https://doi.org/10.3102/0013189X010002014
dc.identifierBoulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher, 61(1), pp. 70-77.
dc.identifierBurns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge.
dc.identifierB1 Preliminary | Cambridge English. (n.d.). Retrieved June 30, 2019, from https://www.cambridgeenglish.org/exams-and-tests/preliminary/
dc.identifierCain, K. (2005). Children’s reading comprehension difficulties. Contemporary Perspectives on Reading and Spelling
dc.identifierCalderón, S., Carvajal, L. M., & Guerrero López, A. Y. (2007). How to improve sixth graders’ reading comprehension through the skimming technique*. Profile Issues in Teachers` Professional Development, (8), 25-40. Retrieved May 18, 2019, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902007000100003&lng=en&tlng=en
dc.identifierCampos, C. S. (2012). The use of metacognitive strategies in L2 reading. Lenguas Modernas, 40, 125-147. Retrieved from http://www.lenguasmodernas.uchile.cl/index.php/LM/article/viewFile/30768/32514
dc.identifierCharters, E. (2003). The use of think-aloud methods in qualitative research. an introduction to think-aloud methods. Brock Education, 12(2), 68-82.
dc.identifierChevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34– 48. https://doi.org/10.1177/0022219415588850
dc.identifierChick, N. (n. d). Metacognition. Retrieved from CFT Teaching Guides in http://cft.vanderbilt.edu/guides-sub-pages/metacognition/
dc.identifierCisneros-Estupiñán, M., Rojas-García, I., & Olave-Arias, G. (2012). Cómo mejorar la capacidad inferencial en estudiantes universitarios. Educación y Educadores, 15(1), 45- 61. Retrieved from http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2130/2713
dc.identifierCline, F., Johnstone, C. & King, T. (2006). Focus Group Reactions to Three Definitions of Reading (As Originally Developed in Support of NARAP Goal 1). Minneapolis, MN: National Accessible Reading Assessment Projects. Retrieved from http://files.eric.ed.gov/fulltext/ED506575.pdf
dc.identifierCohen, L., Manion, L. & Morrison, K. (2007). Research methods in Education, 6th edition. London: Routledge
dc.identifierCornford, I. (2002). “Learning-To-Learn Strategies as a Basis for Effective Lifelong Learning.” International Journal of Lifelong Education 21 (4): 357–368. doi:10.1080/02601370210141020
dc.identifierCorbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage
dc.identifierCouncil of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge
dc.identifierCreswell, J. W. (2012a). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson
dc.identifierCreswell, J. (2012b). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
dc.identifierDiaz, S., & Laguado, J. (2013). Improving reading skills through skimming and scanning techniques at a public school: Action research. Opening Writing Doors Journal, 10(1), 133-150
dc.identifierDieker, L. A., & Little, M. (2005). Secondary reading: Not just for reading teachers anymore. Intervention in School and Clinic, 40(5), 276–283. https://doi.org/10.1177/10534512050400050401
dc.identifierEdwards, C., & Willis, J. W. (2014). Action Research: Models, Methods, and Examples. Charlotte, NC: Information Age Publishing.
dc.identifierElosúa, M. R., García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., & Gil, L. (2013). Improving Reading Comprehension: from Metacognitive Intervention on Strategies to the Intervention on Working Memory Executive Processes. Universitas Psychologica, 12(5), 1425-1438. doi: 10.11144/Javeriana.UPSY12-5.ircm
dc.identifierFandiño-Parra, Y. J., Bermúdez-Jiménez, J. R. & Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educación y Educadores, 15(3), 363-381.
dc.identifierFarrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL Professionals. New York, NY: Routledge
dc.identifierFerrance, E. (2000). Action Research. Themes in Education. Northeast and Islands Regional Educational Laboratory at Brown University. USA
dc.identifierFidalgo, R., Torrance, M., Arias-Gundín, O., & Martínez-Cocó, B. (2014). Comparison of reading-writing patterns and performance of students with and without reading difficulties. Psicothema, 26(4), 442-448. doi:10.7334/psicothema2014.23
dc.identifierFischer, S. R. (2004). A history of reading. Reaktion books.
dc.identifierFitrisia, D., Tan, K.-E., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30, 15–30.
dc.identifierFountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann
dc.identifierFosnot, C. T. (2005). Constructivism revisited: Implications and reflections. In C. T. Fosnot (Ed.), Constructivism: Theory, Perspectives, and Practice (2nd ed., pp. 276-291). New York: Teachers College Press
dc.identifierGamboa, Á. M. (2017). Reading comprehension in an English as a foreign language setting: Teaching strategies for sixth graders based on the interactive model of reading. Folios, 1(45), 159–175
dc.identifierGarcía, F., García, A., Berbén, A. G., Pichardo, M. C., & Justicia, F. (2014). The effects of question-generation training on metacognitive knowledge, self-regulation and learning approaches in science. Psicothema, 26(3), 385-390. doi:10.7334/psicothema2013.252
dc.identifierGayo, E., Deaño, M., Conde, Á., Ribeiro, I., Cadime, I., & Alfonso, S. (2014). Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students. Psicothema, 26(4), 464–470. https://doiorg.ez.unisabana.edu.co/10.7334/psicothema2014.42
dc.identifierGhavamnia, M., Ketabi, S., & Tavakoli, M. (2013). L2 Reading strategies used by iranian EFL learners: A think-aloud study. Reading Psychology, 34(4), 355-378.
dc.identifierGilakjani, A., & Ahmadi, A. (2016). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.
dc.identifierGlaser, B., & Holton, J. (2004). Remodeling grounded theory. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(2). doi:http://dx.doi.org/10.17169/fqs-5.2.607
dc.identifierGómez, Á., & Sanjosé, V. (2012). Effectiveness of comprehension monitoring strategies in EFL of nonbilingual spanish university students reading science texts. Rael: Revista Electrónica de Lingüística Aplicada, 11, 87-103
dc.identifierGómez Torres, N., & Ávila Constain, J. J. (2009). Improving reading comprehension skills through reading strategies used by a group of foreign language learners. HOW Journal, 16(1), 55-70. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/76
dc.identifierGough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
dc.identifierGreenwood, D. J., & Levin, M. (2007). Introduction to Action Research: Social Research for Social Change. Thousand Oaks, California: SAGE Publications, Inc
dc.identifierGrellet, F. (1981). Developing Reading Skills: A practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press.
dc.identifierGuastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21(6), 356–364. https://doi.org/10.1177/074193250002100605
dc.identifierGuthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., . . . Tonks, S. (2004). Increasing reading comprehension and engagement through conceptoriented reading instruction. Journal of Educational Psychology, 96(3), 403- 423.http://dx.doi.org/10.1037/0022-0663.96.3.403
dc.identifierHall, L. A. (2012). The role of reading identities and reading abilities in students’ discussions about texts and comprehension strategies. Journal of Literacy Research, 44(3), 239–272. https://doi.org/10.1177/1086296X12445370
dc.identifierHarmer, J. (2007). How to teach English: an introduction to the practice of English language teaching. Essex, England: Pearson Education.
dc.identifierHarasim, L. (2012) Learning Theory and Online Technologies New York/London: Routledge
dc.identifierHinkel, E. (Ed.). (2005). Handbook of Research in Second Language Teaching and Learning. New York: Routledge, https://doi.org/10.4324/9781410612700
dc.identifierIwai, Y. (2011). The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers (Vol. 11). Retrieved from https://pdfs.semanticscholar.org/85f6/c512258e86ee797f2d0973d8b123d4a1d9b4.pdf
dc.identifierIzquierdo Castillo, A., & Jiménez Bonilla, S. (2014). Building up Autonomy Through Reading Strategies. Profile: Issues in Teachers´ Professional Development, 16(2), 67- 85. doi:https://doi.org/10.15446/profile.v16n2.39904
dc.identifierJafarigohar, M., & Khanjani, A. (2014). Text difficulty effect on metacognitive reading strategy use among EFL learners. GEMA Online Journal of Language Studies, 14(2), 47-59
dc.identifierKarpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in student learning: do students practise retrieval when they study on their own?. Memory, 17(4), 471-479.
dc.identifierKing, N. and Horrocks, C. (2010) Interviews in qualitative research. Sage, London.
dc.identifierKnoester, M., & Au, W. (2017). Standardized testing and school segregation: like tinder for fire? Race, Ethnicity & Education, 20(1), 1-14. doi:10.1080/13613324.2015.1121474
dc.identifierKung, F.-W. (2019). Teaching second language reading comprehension: The effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93–104. Retrieved from https://www.researchgate.net/publication/319560172_Teaching_second_language_readi ng_comprehension_The_effects_of_classroom_materials_and_reading_strategy_use/lin k/5c2d6ded299bf12be3a935db/download
dc.identifierKüçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. https://doi.org/10.1016/J.SBSPRO.2013.01.113
dc.identifierLamb, T. (2001). Metacognition and motivation - learning to learn. In G. Chambers (Ed.) Reflections on Motivation. London: CILT.
dc.identifierLantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. In B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 207-226). New York: Routledge
dc.identifierLearning Point Associates. (2004) A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers. Learning Point Associates. Retrieved from http://files.eric.ed.gov/fulltext/ED512569.pdf
dc.identifierLijuan, L., & Kaur, S. (2014). Textbook reading strategies and its relationship to reading test performance. GEMA Online Journal Of Language Studies, 14(3), 1-18
dc.identifierLinderholm, T. (2006). Reading with purpose. Journal of College Reading and Learning, 36 (2), 70-80. Retrieved from http://files.eric.ed.gov/fulltext/EJ742216.pdf
dc.identifierLittle, C. A., McCoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics, 25(4), 384–402. https://doi.org/10.1177/1932202X14549250
dc.identifierLlamazares, M. T., Ríos, I., & Buisán, C. (2013). Aprender a comprender: actividades y estrategias de comprensión lectora en las aulas. Revista española de Pedagogía, 71(255), 309-326.
dc.identifierManoli, P., Papadopoulou, M., & Metallidou, P. (2016). Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms. System, 56, 54–65. https://doi.org/10.1016/J.SYSTEM.2015.11.003
dc.identifierMatthews, M. R. (Ed.). (1998). Constructivism and Science Education: A Philosophical Examination, Kluwer Academic, Dordrecht.
dc.identifierMcCormick, C. (2002). Metacognition and Learning. In Weiner, I. B T. Millon, & M. J. Lerner (Eds.), Handbook of Psychology, Personality and Social Psychology (pp. 79- 102) (Vol. 5) New York: John Wiley & SonS
dc.identifierMendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, Revista de Lenguaje y Cultura, 20 (1), 15-42. doi:10.17533/udea.ikala.v20n1a02
dc.identifierMi Soon, K., & Hyun Jung, K. (2014). Investigating chinese language learners' reading comprehension for different meaning types. GEMA Online Journal of Language Studies, 14(1), 77-100.
dc.identifierMontes, F., Botero, M. P., & Pechthalt, T. (2009). Reading comprehension from a first to a second language. Gist Education and Learning Research Journal, 3(1), 53–73. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/55
dc.identifierNation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge.
dc.identifierNational Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved, from http://www.nichd.nih.gov/ publications/nrp/report.htm
dc.identifierO'Brien, R. (2001). Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prática da Pesquisa Ação [Theory and Practice of Action Research]. João Pessoa, Brazil: Universidade Federal da Paraíba. Retrieved from http://web.net/~robrien/papers/arfinal.html
dc.identifierOrtlipp, M. (2008). Keeping and using reflective journals in the qualitative research process. The Qualitative Report, 13(4), 695-705. Retrieved from https://nsuworks.nova.edu/tqr/vol13/iss4/8
dc.identifierOthman, Y., Mahamud, Z., & Jaidi, N. (2014). The effects of metacognitive strategy in reading expository text. International Education Studies, 7(13), 102-111.
dc.identifierPearson, D., & Fielding, L. (1991). Comprehension instruction. In B. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815– 860). New York: Longman
dc.identifierPearson, P. D., Kamil, M. L., Mosenthal, P. B., & Barr, R. (2016). Handbook of reading research. Routledge.
dc.identifierPerry, D. (2013). Comprehension strategies while reading expository texts in Spanish (L1) and English (L2). Psicología Educativa, 19(2), 75-81. doi: 10.1016/S1135- 755X(13)70013-7
dc.identifierPrograma Nacional de Bilinguismo. (n.d.). Ministerio de Educación Nacional. Retrieved from https://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf
dc.identifierPonto, J. (2015). Understanding and evaluating survey research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171.
dc.identifierRandi, J., Grigorenko, E. L., & Sternberg, R. J. (2005). Revisiting definitions of reading comprehension. just what is reading comprehension anyway? In S. Isreal, C. Block, K. Bauserman & K. Kinnucan-Welsch (Eds.), Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development (pp. 19–39). Mahwah: Lawrence Erlbaum Associates.
dc.identifierRátiva Velandia, M., Pedreros Torres, A., & Núñez Alí, M. (2012). Using web-based activities to promote reading: an exploratory study with teenagers. Profile: Issues in Teachers´ Professional Development, 14(2), 11-27. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/34034/40627
dc.identifierRichards, J. C. (2010). Curriculum development in language teaching. Curriculum Development in Language Teaching. https://doi.org/10.1017/cbo9780511667220
dc.identifierSaldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA, : Sage Publications Ltd.
dc.identifierSantoso, E. (2015). Improving students’ reading comprehension through interactive readaloud technique. Premise Journal. 4 (2)
dc.identifierSerran, G. (2002). Improving reading comprehension: a comparative study of metacognitive strategies. Retrieved from https://eric.ed.gov/?id=ED463550
dc.identifierSchmidt, R. J., Rozendal, M. S., & Greenman, G. G. (2002). Reading Instruction in the Inclusion Classroom: Research-Based Practices. Remedial and Special Education, 23(3), 130–140. https://doi.org/10.1177/07419325020230030101
dc.identifierShanahan, T. (2005). The National Reading Panel Report: Practical advice for teachers. Naperville, IL: Learning Point Associates.
dc.identifierSheridan, M. P., & Nickoson, L. (2012). Writing studies research in practice : methods and methodologies. Southern Illinois University Press
dc.identifierSixiang, P., Peerasak, S., & Andrew Peter, L. (2014). Reading Strategy Use and Reading Proficiency of Chinese Undergraduate Students Majoring in English. International Journal Of Academic Research, 6(2), 69-74. doi:10.7813/2075-4124.2014/6- 2/B.11[AML1]
dc.identifierSpratt, M., Pulverness, A., & Williams, M. (2005). The TKT course: Teaching knowledge test. Cambridge: Cambridge University Press.
dc.identifierStrauss, A., & Corbin, J. (2015). Basics of qualitative research: Grounded theory procedures and techniques.Sage Publications, Inc.
dc.identifierStringer, E. T. (2008). Action research in education (2nd ed.). New Jersey: Pearson.
dc.identifierStory Maps | Classroom Strategy. (2017, December 20). Retrieved from https://www.readingrockets.org/strategies/story_maps
dc.identifierTaj, I. H., Ali, F., Sipra, M. A., & Ahmad, W. (2017). Effect of technology enhanced language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics and English Literature, 6(3), 262-272.
dc.identifierTavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of iranian university efl students. The Reading Matrix, 14 (2), 314-336
dc.identifierTeng, F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy. https://doi.org/10.1111/lit.12181
dc.identifierTexas Educational Agency. (2002). Comprehension Instruction, 4-8. Retrieved from https://www.readingrockets.org/article/what-research-tells-us-about-readingcomprehension-and-comprehension-instruction
dc.identifierThrun, S., & Pratt, L. (Eds.). (2012). Learning to learn. Springer Science & Business Media.
dc.identifierTurkyilmaz, M. (2015). The relationship between reading attitude, metacognitive awareness of reading strategies, personality and self- regulation: A study of modeling. Education136(1), 11-18
dc.identifierUrquhart, V., & Frazee, D. (2012). Teaching Reading in the Content Areas: If Not Me, Then Who? Alexandria: ASCD
dc.identifierWang, Y. H. (2016). Reading strategy use and comprehension performance of more successful and less successful readers: A think-aloud study. Educational Sciences: Theory and Practice, 16(5), 1789-1813.
dc.identifierWijekumar, K. (K.), Meyer, B. J. F., & Lei, P. (2017). Web-based text structure strategy instruction improves seventh graders’ content area reading comprehension. Journal of Educational Psychology, 109(6), 741-760.http://dx.doi.org/10.1037/edu0000168
dc.identifierWillis, D. (2008). Reading for Information: Motivating Learners to Read Efficiently. British Council- Teaching English. Retrieved from: https://www.teachingenglish.org.uk/article/reading-information-motivating-learnersread-efficiently
dc.identifierYen-Hui, W. (2016). Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-aloud Study. Educational Sciences: Theory & Practice, 16(5), 1789–1813. https://doiorg.ez.unisabana.edu.co/10.12738/estp.2016.5.0116
dc.identifierZipke, M. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders. Reading Psychology, 28(4), 375–396. https://doi.org/10.1080/02702710701260615
dc.identifierLa estrategia para mejorar el nivel de inglés en los colegios. (2018, July 5). El Espectador. Retrieved from https://www.elespectador.com/noticias/bogota/la-estrategia-paramejorar-el-nivel-de-ingles-en-los-colegios-distritales-articulo-798446
dc.identifierSemana. (2016, December 12). ¿Es cierto que mejoramos los resultados en PISA? Retrieved from https://www.semana.com/educacion/articulo/resultados-pruebas-pisa/509191
dc.identifierhttp://hdl.handle.net/10818/38609
dc.identifier275289
dc.identifierTE10484
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3471059
dc.description.abstractThe influence of reading strategies is significant since it has contributed to understanding how students can improve their reading comprehension level, what strategies students can use to read more efficiently, and what the best didactic strategies are in order to teach reading. This project reports on an action research study developed with seventh-grade students in a private school in Bogotá, Cundinamarca, Colombia. The participants are 16 male students, whose ages range from 11 to 13 years old. The project implemented a mixed action research approach. Data was gathered using interviews, tests, surveys, think-aloud protocols, students’ artifacts, and teacher’s journals. The results showed the positive effects of the teaching of metacognitive reading strategies in students’ language learning process. The project aimed at helping students improve their reading awareness level, and be more efficient readers, letting teachers/educators obtain new insights into the teaching of reading strategies in specific contexts. Keywords: Reading instruction; metacognitive strategies; reading comprehension.
dc.languageeng
dc.publisherUniversidad de La Sabana
dc.publisherMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisherDepartamento de Lenguas y Culturas Extranjeras
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsopenAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectComprensión de lectura
dc.subjectPlanificación educativa
dc.subjectAprendizaje
dc.subjectEstrategias de aprendizaje
dc.subjectMetacognición
dc.titleStrategy training to english language learners: consolidating reading strategies
dc.typemasterThesis


Este ítem pertenece a la siguiente institución