Improving reading comprehension skills on a short fictional text using mind maps in a tenth grade foreign language class

masterThesis

Fecha

2019-08-23

Registro en:

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http://hdl.handle.net/10818/37727

274226

TE10357

http://repositorioslatinoamericanos.uchile.cl/handle/2250/3473101

Autor

Gómez Pereira, Diana Patricia

Institución

Universidad de la Sabana (Colombia)

Resumen

Many foreign language students face challenges in the classroom when dealing with reading comprehension activities. Therefore, this study aims at helping tenth-grade students in a public school located in Santander to improve their reading comprehension skills on a short fictional text by using mind maps as a learning strategy and also to help students become independent and self-directed learners. A pre-test and a post-test, as well as field notes, were used to analyze students' usage of mind maps to demonstrate comprehension of a short fictional text. The results of this study showed that students benefited from the teacher's modeling of the mind maps in order to understand a short text because students were able to add more details to their mind maps after the intervention. Furthermore, the evidence indicated that mind maps benefited a student with learning impairment to improve his vocabulary and reading comprehension skills of a short reading text.

Materias

Planificación educativa

Comprensión de lectura

Educación secundaria

Metacognición

Mapas mentales

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