Developing reading comprehension through graphic organizers in CLIL

100 Páginas.

Detalles Bibliográficos
Autor Principal: Gómez Patiño, Judith Carolina
Otros Autores: Morales Pulido, Virginia
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2017
Materias:
Acceso en línea:http://hdl.handle.net/10818/30303
id ir-10818-30303
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Tecnología educativa
Comprensión de lectura
Inglés -- Materiales de enseñanza
Organizadores gráficos
spellingShingle Tecnología educativa
Comprensión de lectura
Inglés -- Materiales de enseñanza
Organizadores gráficos
Gómez Patiño, Judith Carolina
Developing reading comprehension through graphic organizers in CLIL
description 100 Páginas.
author2 Morales Pulido, Virginia
author_facet Morales Pulido, Virginia
Gómez Patiño, Judith Carolina
format Desconocido (Unknown)
author Gómez Patiño, Judith Carolina
author_sort Gómez Patiño, Judith Carolina
title Developing reading comprehension through graphic organizers in CLIL
title_short Developing reading comprehension through graphic organizers in CLIL
title_full Developing reading comprehension through graphic organizers in CLIL
title_fullStr Developing reading comprehension through graphic organizers in CLIL
title_full_unstemmed Developing reading comprehension through graphic organizers in CLIL
title_sort developing reading comprehension through graphic organizers in clil
publisher Universidad de La Sabana
publishDate 2017
url http://hdl.handle.net/10818/30303
_version_ 1692736380019408896
spelling ir-10818-303032021-02-21T02:49:43Z Developing reading comprehension through graphic organizers in CLIL Gómez Patiño, Judith Carolina Morales Pulido, Virginia Tecnología educativa Comprensión de lectura Inglés -- Materiales de enseñanza Organizadores gráficos 100 Páginas. ​El objetivo principal de este estudio de investigación fue determinar cómo la aplicación de los organizadores gráficos afecta el desarrollo de las habilidades de lectura de los estudiantes en el aprendizaje integrado de contenido y lengua extranjera. Esta investigación siguió un enfoque de investigación acción y se llevó a cabo en una institución educativa estatal con 36 estudiantes de READING COMPREHENSION IN CLIL ii noveno grado. De acuerdo con los datos recogidos en el análisis de necesidades hay una escasa comprensión de lectura, así como estrategias adecuadas para leer. La estrategia para abordar el problema fue el uso de organizadores gráficos y la integración de contenidos de otras asignaturas. Los instrumentos para la recolección de datos usados son: pruebas de lectura, cuestionarios y el diario de campo de la docente. Después de la implementación y el análisis de los datos se encontró que los organizadores gráficos promueven la comprensión de lectura, desarrollan estrategias de lectura, y mejoran el aprendizaje integrado de contenidos y lengua extranjera. Estas herramientas permiten a los estudiantes analizar los textos, seleccionar información importante y organizar el contenido desarrollando habilidades de pensamiento de orden inferior y superior para construir conocimiento. La organización de la información leída usando gráficos permite a los estudiantes retener el contenido del texto ya que los organizadores gráficos promueven el aprendizaje significativo, los organizadores son herramientas valiosas que permiten conectar la información previa y la nueva que el lector tiene de un texto. Aunque los textos contenían una cantidad considerable de vocabulario desconocido y los estudiantes nunca habían recibido instrucción en el aprendizaje de contenidos de otras asignaturas en inglés superaron estas dificultades usando los organizadores y los glosarios. 2017-05-05T21:33:30Z 2017-05-05T21:33:30Z 2017 2017-05-05 masterThesis Tesis de maestría publishedVersion Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. http://doi.org/10.1598/RT.61.5.1 Al-Mahrooqi, R., & Rahma, R. A. a A.-M. (2014). Focusing on Efl Reading: Theory and Practice. Cambridge Scholars Publisher. Retrieved from https://books.google.com.co/books?id=dqAxBwAAQBAJ Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press Anderson, G. (2006). “ Be sensitive … to both intensive and extensive reading .” Cambridge University Press, 1–3. August, D., Francis, D. J., Hsu, H. 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score 12,131701