masterThesis
Exploring third graders’ reading comprehension through the implementation of tiered products for differentiated instruction
Fecha
2013-12-13Registro en:
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Publication Data
256458
TE06211
Autor
Mendieta Aguilar, Jenny
Institución
Resumen
Este estudio cualitativo de investigación- acción fue llevado a cabo en un colegio bilingüe con un grupo de 17 estudiantes de primaria. El objetivo general de este estudio fue analizar el impacto que el uso de productos diferenciados tuvo en la comprensión lectora de los participantes mencionados anteriormente. Los datos recogidos durante la intervención provienen de artefactos de los participantes, entrevistas semi-estructuradas y diarios de aprendizaje. Los resultados obtenidos indican que el uso de productos diferenciados durante la instrucción lectora mejoran el proceso de comprensión de lectura mediante el fomento de la motivación hacia la lectura y el desarrollo de habilidades de construcción de sentido tales como la conceptualización de ideas principales y las conexiones con la vida para identificar el mensaje central de las historias. Estos resultados permitieron al investigador concluir que los productos diferenciados resultaron ser una estrategia eficaz para fomentar las destrezas de comprensión y motivación que apoyan el desempeño de los estudiantes antes, durante y después de la lectura.