The impact of the interactive reading approach on seventh graders´ reading comprehension

dc.contributorGiraldo Martinez, Zoila Liliana
dc.contributorGiraldo Martínez Zoila
dc.creatorMena Mena, Luz Mery
dc.date2021-07-09T13:17:26Z
dc.date2021-06-21
dc.date2021-07-09T13:17:26Z
dc.date2021-04-05
dc.date.accessioned2023-09-06T18:19:04Z
dc.date.available2023-09-06T18:19:04Z
dc.identifierhttps://repositorio.ucaldas.edu.co/handle/ucaldas/16864
dc.identifierUniversidad de Caldas
dc.identifierRepositorio institucional Universidad de Caldas
dc.identifierhttps://repositorio.ucaldas.edu.co
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8695309
dc.descriptionIlustraciones
dc.descriptionspa: Esta tesis presenta una investigación de acción con el propósito de analizar el impacto del enfoque de lectura interactivo sobre la comprensión de lectura del alumno en un entorno de EFL. Este estudio se llevó a cabo con el séptimo grado de una escuela pública, ubicada en Manizales-Caldas que, según la etapa de diagnóstico, no pudieron leer en inglés de manera comprensible en el aula. Dentro de una metodología de investigación de acción, reuní los datos con tres técnicas de recolección de datos que se aplicaron en este estudio, incluidas las pruebas de lectura, las observaciones en el aula y una encuesta. Primero, los hallazgos sugirieron que la provisión de instrucciones claras y la inclusión de las actividades centradas en el enfoque de lectura interactiva, ayudaron a los estudiantes a identificar los detalles y las ideas principales, la intencionalidad del autor y la predicción del significado. En segundo lugar, la aplicación de estrategias de comprensión de lectura a los pasajes referidos a las experiencias de la vida real, las palabras, las imágenes, el significado constituyeron una fuente para el compromiso de los estudiantes en el aprendizaje, debido a los materiales innovadores e ilustrativos apropiados que capturaron su atención y se fomentaron la realización de actividades de aprendizaje. y el aprendizaje de vocabulario.
dc.descriptioneng: This thesis presents an action research with the purpose of analyzing the impact of interactive reading approach on learner’s reading comprehension in an EFL setting. This study was carried out with seventh graders from a public school, located in Manizales-Caldas who, according to the diagnostic stage, were not able to read in English in a comprehensible manner in the classroom. Within an action research methodology, I gathered data with three data collection techniques that were applied in this study including reading tests, classroom observations, and a survey. First, the findings suggested that the provision of clear instructions and the inclusion of activities focused on the interactive-reading approach, helped students to identify details and main ideas, intentionality of the author and prediction of meaning. Second, the application of reading comprehension strategies to passages referred to real-life experiences, words, images, meaning constituted a source for students' engagement in learning, due to the appropriate innovative and illustrative materials that captured their attention and fostered accomplishment of learning activities and vocabulary learning.
dc.descriptionTable 1. Data collection instrument in the diagnostic stage / Abstract / Introduction / 1. Rationale / 2. Context of the Research, Setting, and Statement of the Problem / 2.1 Description of the Context / 2.2 Statement of the Problem / 3. Research Question and Objectives / 3.1 Research Question / 3.2 Research Objectives / 3.2.1 General objectives / 3.2.2 Specific objectives / 4. Literature Review / 4.1 Theoretical Framework / 4.1.1 Interactive Reading approach / 4.1.2 Approaches in Teaching Reading: / 4.1.3 Bottom-Up model / 4.2 Definition of Reading / 4.2.1 Reading as a Process / 4.2.2 Reading in L1 and L2 / 4.2.3 Reading Strategies / 4.3 Reading Comprehension / 4.4 Previous Related Studies / 5. Methodology / 5.1 Type of study / 5.2 Participants / 5.3 Data collection and instruments / 6. Research stages / Phases of the study / 6.1 Diagnostic stage / 6.1.2 Interviews / 6.1.3 Survey / 6.1.4 Pre-test / 6.1.5. Findings during the diagnostic stage / 6.2 Action stage / 6.2.1 Workshops / 6.2.1.1 Workshop N° 1 / Sample of lesson / Workshop N° 1 / 6.2.1.2 Workshop N° 2 / 6.2.1.3 Workshop N° 3 / 6.2.1.4 Workshop N° 4 / 6.2.1.6 Workshop N° 6 / 6.3 Evaluation Stage / 6.3.4 Data triangulation of the six workshops / 7. Findings / 8. Conclusions / References / Appendixes / Appendix 1. Researcher’s Journal format / Appendix 2. External observer’s check list format / Appendix 3. Students’ Pre-test, and Post-test / Appendix 4. Entries / Appendix 5. Research interview / Appendix 6. Survey
dc.descriptionMaestría
dc.descriptionMagister en Didáctica del Inglés - Manizales
dc.formatapplication/pdf
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dc.languageeng
dc.languagespa
dc.publisherFacultad de Artes y Humanidades
dc.publisherManizales
dc.publisherMaestría en Didáctica del Inglés - Manizales
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dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectInteractive reading approach
dc.subjectReading strategies
dc.subjectReading comprehension
dc.subjectInvestigación pedagógica
dc.subjectPedagogía
dc.titleThe impact of the interactive reading approach on seventh graders´ reading comprehension
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeText
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:eu-repo/semantics/publishedVersion


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