| dc.contributor | Vizcaíno, Alida | |
| dc.creator | González Meza, Jessica Marcela | |
| dc.date | 2017-08-31T20:12:09Z | |
| dc.date | 2017-08-31T20:12:09Z | |
| dc.date | 2017 | |
| dc.date.accessioned | 2023-08-25T15:56:26Z | |
| dc.date.available | 2023-08-25T15:56:26Z | |
| dc.identifier | http://hdl.handle.net/10584/7485 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8431367 | |
| dc.description | The aim of this study is to determine how the implementation of scanning reading strategy could facilitate the comprehension of texts in standardized tests in a group of six fifth-grade students in a private institution in the department of Sucre. This qualitative research study has a case study design. The instruments for the collection of the data were pre-tests and post-tests, focus group and student's journals. The participants were 6 students between the ages 10 and 11 years old. The 10 reading comprehension activities developed during the intervention of the study offer a guide to how to teach reading using the different stages: pre-reading, while-reading and post-reading as well as the use of scanning to answer reading comprehension questions about the texts. As a result, it was found that the use of the scanning reading strategy increased the students' comprehension of the texts. In conclusion, the study demonstrated the effectiveness of the use of scanning reading strategy to facilitate students' reading achievement. | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Universidad del Norte | |
| dc.publisher | Maestría en Enseñanza del Inglés | |
| dc.publisher | Instituto de Idiomas | |
| dc.rights | openAccess | |
| dc.subject | Comprensión de lectura -- Inglés -- Enseñanza | |
| dc.subject | InglésEnseñanza elemental -- Estudiantes extranjeros | |
| dc.title | The Impact of Scanning Reading Strategy in Young EFL Learners' Reading Comprehension | |
| dc.type | masterThesis | |
| dc.type | acceptedVersion | |
