Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment

124 Páginas.

Detalles Bibliográficos
Autor Principal: Prieto Rodríguez, Edwar Antonio
Otros Autores: Ramírez Rodríguez, Martha Adelaida
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2017
Materias:
Acceso en línea:http://hdl.handle.net/10818/30209
id ir-10818-30209
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Comprensión de lectura
Aptitud creadora
Metacognición
spellingShingle Comprensión de lectura
Aptitud creadora
Metacognición
Prieto Rodríguez, Edwar Antonio
Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
description 124 Páginas.
author2 Ramírez Rodríguez, Martha Adelaida
author_facet Ramírez Rodríguez, Martha Adelaida
Prieto Rodríguez, Edwar Antonio
format Desconocido (Unknown)
author Prieto Rodríguez, Edwar Antonio
author_sort Prieto Rodríguez, Edwar Antonio
title Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
title_short Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
title_full Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
title_fullStr Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
title_full_unstemmed Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
title_sort improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment
publisher Universidad de La Sabana
publishDate 2017
url http://hdl.handle.net/10818/30209
_version_ 1679479587733504000
spelling ir-10818-302092019-09-13T20:53:39Z Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment Prieto Rodríguez, Edwar Antonio Ramírez Rodríguez, Martha Adelaida Comprensión de lectura Aptitud creadora Metacognición 124 Páginas. Este documento reporta los efectos de instrucción directa de estrategias metacognitivas para el desarrollo de habilidades de comprensión de lectura utilizando una metodología mixta la cual involucra actividades mediadas por la tecnología y actividades presenciales. Este estudio fue realizado con 35 estudiantes de grado octavo en el colegio Carlo Federici I.E.D, localizado en Bogotá, Colombia. La intervención involucró 16 sesiones implementadas durante un periodo de dos meses. Previo a la intervención, el problema fue identificado e indagación acerca del nivel de conciencia de los estudiantes en el uso sistemático de estrategias de comprensión de lectura fue llevado a cabo a través de la aplicación del cuestionario MARSI (inventario sobre estrategias metacognitivas de lectura). Con los datos recolectados, fueron identificadas las necesidades de los estudiantes respecto al uso de estrategias de comprensión de lectura, y posteriormente, las sesiones para la intervención fueron programadas considerando estrategias metacognitivas sugeridas por Flavell (1978), Brown (1980), Baker & Brown (1984), y Koda (2005), enfocándose principalmente en planear, monitorear y evaluar. Mediante la aplicación de un Pre-test y un Post-test, junto con descripciones detalladas de la intervención tomadas del diario del Profesor y el diario de los Estudiantes, fue posible establecer que, después de la intervención, la mayoría de los estudiantes mejoró sus resultados en pruebas de comprensión de lectura, evidenciando efectividad y relación entre el uso sistemático de estrategias y sus habilidades para la comprensión de lectura.​ 2017-04-28T20:09:41Z 2017-04-28T20:09:41Z 2017 2017-04-28 masterThesis Tesis de maestría publishedVersion Abdi, R. (2013). The Effect of Using Hypertext Materials on Reading Comprehension Ability of EFL Learners. Procedia Social and Behavioral Sciences, 83, 557562.doi:10.1016/j.sbspro.2013.06.106 Abdullah, M, Almadi, M & Ismail, H. (2013). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. 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score 11,489418