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Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting

dc.contributor.advisorMendieta, Jenny A.
dc.contributor.authorMúnera, Libardo
dc.contributor.authorOlmos, Tatiana
dc.contributor.authorPérez, Patricia
dc.contributor.authorRojas, Elizabeth
dc.contributor.authorOnatra, Clara
dc.date.accessioned2014-10-18T17:55:43Z
dc.date.available2014-10-18T17:55:43Z
dc.date.created2014
dc.date.issued2014-10-18
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dc.identifier.urihttp://hdl.handle.net/10818/12250
dc.description170 Páginas.
dc.description.abstractEste estudio se llevó a cabo en cinco instituciones educativas públicas en diferentes regiones del país con necesidades muy parecidas. Todos los docentes investigadores tenían intereses y preocupaciones comunes relacionadas con las debilidades que los estudiantes presentaban en comprensión lectora en los niveles de primaria, bachillerato y universitario. El propósito de este estudio de investigación-acción era analizar si el uso de la Estrategia Colaborativa de Lectura podía promover la comprensión lectora en los estudiantes del idioma ingles y al mismo tiempo ayudarles a convertirse en estudiantes autónomos. El diseño de la investigación se basó en las definiciones básicas de los constructos principales y los principios de la investigación acción la cual consiste en cuatro momentos esenciales: planeación, acción, observación y reflexión. La información recogida a lo largo de la implementación incluyo pre y post cuestionarios, pre y post exámenes de comprensión lectora, los diarios de los estudiantes y los diarios de los profesores. Los resultados indican que la Estrategia Colaborativa de Lectura afectó a los estudiantes de manera positiva ya que desarrollaron habilidades en comprensión lectora a través del trabajo colaborativo, eficacia en su proceso metacognitivo y el interés y el compromiso hacia el aprendizaje al participar en un salón de estrategia colaborativa de lectura. Adicionalmente, los resultados también reportaron que los estudiantes respondieron positivamente al desarrollo de tareas de monitoreo y auto evaluación las cuales aumentaron su auto-dirección.es_CO
dc.language.isoeses_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectEnseñanza -- Inglés -- Colombia
dc.subjectComunicación oral -- Inglés -- Colombia
dc.subjectAprendizaje -- Inglés -- Colombia
dc.titleFostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Settinges_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local259879
dc.identifier.localTE06878
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


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