Differentiated instruction improving EFL reading comprehension and autonomy for young learners.

70 Páginas.

Detalles Bibliográficos
Autor Principal: Anillo Babilonia, Jessica Irina
Otros Autores: Rodriguez Buitrago, July Carolina
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2016
Materias:
Acceso en línea:http://hdl.handle.net/10818/27343
id ir-10818-27343
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Inglés -- Enseñanza
Enseñanza individualizada
Lectura guiada
Comprensión de lectura
Autonomía
Aptitud de aprendizaje
Materiales de enseñanza
Lectura -- Pruebas de aptitud
spellingShingle Inglés -- Enseñanza
Enseñanza individualizada
Lectura guiada
Comprensión de lectura
Autonomía
Aptitud de aprendizaje
Materiales de enseñanza
Lectura -- Pruebas de aptitud
Anillo Babilonia, Jessica Irina
Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
description 70 Páginas.
author2 Rodriguez Buitrago, July Carolina
author_facet Rodriguez Buitrago, July Carolina
Anillo Babilonia, Jessica Irina
format Desconocido (Unknown)
author Anillo Babilonia, Jessica Irina
author_sort Anillo Babilonia, Jessica Irina
title Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
title_short Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
title_full Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
title_fullStr Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
title_full_unstemmed Differentiated instruction improving EFL reading comprehension and autonomy for young learners.
title_sort differentiated instruction improving efl reading comprehension and autonomy for young learners.
publisher Universidad de La Sabana
publishDate 2016
url http://hdl.handle.net/10818/27343
_version_ 1679479693885046784
spelling ir-10818-273432020-06-10T18:57:51Z Differentiated instruction improving EFL reading comprehension and autonomy for young learners. Anillo Babilonia, Jessica Irina Rodriguez Buitrago, July Carolina Inglés -- Enseñanza Enseñanza individualizada Lectura guiada Comprensión de lectura Autonomía Aptitud de aprendizaje Materiales de enseñanza Lectura -- Pruebas de aptitud 70 Páginas. Instrucción diferenciada: para el mejoramiento de la comprensión de lectura y autonomía, es una revisión sistemática de la literatura de estudios entre el 2010 y el 2016, para identificar información rigurosa de la relación entre instrucción diferenciada, comprensión de lectura y autonomía. La primera fase contiene una caracterización de los estudios seleccionados, mientras que la segunda fase del estudio determina el mejoramiento de comprensión de lectura y autonomía gracias a la instrucción diferenciada. La autora de esta revisión bibliográfica es una docente de inglés interesada en promover buenas prácticas pedagógicas. Por tal razón, esta propuesta es una revisión de cómo empoderar a los estudiantes con las herramientas apropiadas de aprendizaje con el fin de ayudarles a satisfacer todas sus necesidades en este proceso. Esta investigación fue desarrollada siguiendo todos los principios de una revisión bibliográfica, puesto que esta permitió a la investigadora localizar, apreciar y sintetizar la mejor evidencia posible relacionada a la pregunta problema, para proveer información y respuestas con evidencias. Con respecto a los hallazgos y conclusiones, el investigador encontró que la instrucción diferenciada mejora la comprensión de lectura y la autonomía en niños pequeños, basado en 4 artículos estudiados sobre más de 1.800 encontrados. ​​​ 2016-10-10T13:40:59Z 2016-10-10T13:40:59Z 2016 2016 masterThesis Tesis de maestría publishedVersion Abbott, L., Dornbush, A., Giddings, A., Thomas, J., (2012). Implementing guided reading strategies with kindergarten and first grade students. Amir L. and Bulca M., (2012) (Akdeniz Language Studies Conference 2012). ProcediaSocial and Behavioral Sciences 70 (2013) 592-597. Extensive reading and creative practices. Atilim University, Kizilcasar Mahallesi, Incek Ankara, Turkey. http://wwwwds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2009/01/07/00 0158349_20090107163618/Rendered/PDF/WPS4812.pdf Anderson K., (2007). Differentiating instruction to include all students. Preventing school failure, 51(3), 49. Retrieved from: http://gaining.educ.msu.edu/resources/files/Anderson.pdf Benson, P., (2006). Autonomy in language teaching and learning. Language teaching, 40, 21-40. United Kingdom: Cambridge University Press. DOI:10.1017/S0261444806003958 Boland, A., Cherry, G., & Dickson, R., (2014). Doing a systematic review, a student's guide [Kindle DX version]. London: SAGE. Retrieved from http://www.amazon.com/dp/B00HU8VKEA/ref=pe_385040_192017950_TE_M1 T1DP Carrier, G., (n.d.) Comprehension. Retrieved from: http://www.readingrockets.org/article/comprehension Nunan, D. (2015). Speaking. Teaching English to speakers of other languages. New York: ROUTLEDGE. Retrieved from: http://gaining.educ.msu.edu/resources/files/Anderson.pdf Dawidowicz, P. (2010). The literature review process. Literature reviews made easy: A quick guide to success (pp. 5). Charlotte, NC: INFORMATION AGE PUBLISHING, INC. Retrieved from: http://web.b.ebscohost.com.ezproxy.unisabana.edu.co/ehost/ebookviewer/ebook/Z TAwMHh3d19fNTIxOTAwX19BTg2?sid=9505e026-3029-4988-b0dc- 3814098a0c5d@sessionmgr107&vid=8&format=EB&rid=1 Ford, M., (n.d.). Differentiated and acceleration through small group reading instruction. MC GRAW HILL. Retrieved from: http://www.doe.in.gov/sites/default/files/curriculum/research-base-differentiationand-acceleration.pdf Fountas, I., & G., Pinnell. (1996). Guided reading. Guided reading: Good first teaching for all children (p. 1). Portsmouth, NC: HEINEMANN. Retrieved form: http://www.amazon.com/Guided-Reading-First-Teaching-Children/dp/0435088637/ref=sr_1_2?ie=UTF8&qid=1464043790&sr=8- 2&keywords=guided+reading Fountas, I., & G., Pinnell. Guided Reading: the romance and the reality (2012). The Reading teacher, 66 (4), 268-284. DOI:10.1002. Gayol, E., Deaño, M., Condel, A., Riberio, 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. DOI: 10.7334. Guided Reading. (n.d.). In Lesly University’s website. Retrieved from http://www.lesley.edu/guided-reading/ Gough D., Oliver, S., & Thomas, J., (2012). An introduction to systematic reviews [Kindle DX version]. London: SAGE. Retrieved from https://www.amazon.com/Introduction-Systematic-Reviews-David-Goughebook/dp/B00GFUJB18?ie=UTF8&ref_=pe_385040_193050180_TE_M1T1DP Jesuit institute, (2013). Ignatian pedagogy: A Practical Approach. Retrieved from: http://jesuitinstitute.org/Resources/Ignatian%20Pedagogy%20(JI%20Edition%202 013).pdf Khan, K.S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96, 118-121. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC539417/ Kosanovich, M., Ladinsky, L., Nelson, L., & Torgesen, J., (2007). Differentiated Reading instruction: Small group alternative lesson structures for all students. Retrieved from https://eric.ed.gov/?q=Differentiated+Reading+Instruction%3a+Small+Group+Alt ernative+Lesson+Structures+for+All+Students&id=ED498777 Paul, L. (2012) Learner autonomy in the English classroom: Empirical studies and ideas for teachers. PETERLANG: New York Reis, S., McCoach, B., Little, C., (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research journal, 48 (2), 462-501. Retrieved from: http://www.jstor.org/stable/27975296 Scott, C., (1965). Teaching English as a Foreign Language. The English Journal, 54(5), 414–418. http://doi.org/10.2307/811234) Serravallo, J., (2010). Beyond reading groups, beyond guided reading. Teaching Reading in Small Groups: differentiated instruction for building strategic, independent readers. Portsmouth: HEINEMANN. Retrieved from: https://www.heinemann.com/shared/onlineresources/E02680/Serravallo_WEB%2 0chap.pdf Subban P., (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935-947. Retrieved from http://ehlt.flinders.edu.au/education/iej/articles/v7n7/Subban/BEGIN.HTM Tomlinson C., (2014). The differentiated classroom (2nd edition ed.) [Kindle DX version]. ASCD. Retrieved from: https://www.amazon.com/Differentiated-Classroom-Responding-Needs-Learnersebook/dp/B00KTMHJ8A?ie=UTF8&ref_=pe_385040_193352320_TE_M1T1DP Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L., & Reynolds, T., (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27 (2/3), 119-145. Retrieved from http://files.eric.ed.gov/fulltext/EJ787917.pdf Tomlinson, C., Pressley, M., & Spear-Swerling, L. (Differentiated Reading instruction). (2014, April 24). Differentiated Reading Instruction: Teaching Every Child [video file]. Webcast retrieved from http://www.readingrockets.org/webcasts/1001 Watts, S., Laster, B., Broach, L., Marinak, B., McDonald, C., Walker, D. (2012). Differentiated instruction: making informed teacher decisions. The Reading teacher, 66 (4), 303-314. DOI:10.1002 http://hdl.handle.net/10818/27343 262686 TE08570 eng Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ openAccess application/pdf Universidad de La Sabana Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido Departamento de Lenguas y Culturas Extranjeras. Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana
score 12,131701