Show simple item record

Developing reading comprehension through content based activities

dc.contributor.advisorBanegas, Darío Luis
dc.contributor.authorGualtero Aranda, Nubia
dc.date.accessioned2016-08-17T21:43:06Z
dc.date.available2016-08-17T21:43:06Z
dc.date.created2016
dc.date.issued2016-08-17
dc.identifier.citationAguirre Morales, J., & Ramos Holguín, B. (2009). Guidance in reading strategies: A first step towards autonomous learning in a semi-distance education program. Profile Issues in Teachers' Professional Development, (11), 41-56.
dc.identifier.citationBanegas, D. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 11-136.
dc.identifier.citationBanegas, D. L., & Villacañas, L. (2015). A look at ethical issues in action research in education. AJAL, 3(1), 58-67.
dc.identifier.citationBarak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474.
dc.identifier.citationBell, J. (2010). Doing your research project. New York, NY: McGraw-Hill International.
dc.identifier.citationBlanco Sarmiento, E. (2014). Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension (Unpublished Master's dissertation) Available from Intellectum. Retrieved from http://hdl.handle.net/10818/10788
dc.identifier.citationBogoya, A. P. (2011). Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colombian Applied Linguistics Journal, 13(1), 35-53.
dc.identifier.citationBos, M. S., Ganimian, A., Vegas, E., & Álvarez Marinelli, H. (2014). América latina en PISA 2012: Colombia en PISA 2012: Logros y desafíos pendientes. (No. Brief # 12). Washington, DC: BID. Retrieved from https://publications.iadb.org/handle/11319/6577
dc.identifier.citationBrevik, M., & Moe, E. (2012). Effects of CLIL teaching on language outcomes. In D. Tsagari & I. Csépes (Eds.), Collaboration in language testing and assessment (pp. 213-227). Frankfurt, Germany: Peter Lang.
dc.identifier.citationBrinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction. Ann Arbor, MI: University of Michigan Press
dc.identifier.citationBryan, N., & Habte-Gabr, E. (2008). Strategies for teaching geography electives in English to native Spanish speakers at a Colombian university. Latin American Journal of Content & Language Integrated Learning, 1(1), 1-14. doi::10.5294/laclil.2008.1.1.1
dc.identifier.citationBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. London, UK: Routledge.
dc.identifier.citationCarrell, P. L., Devine, J., & Eskey, D. E. (1988). Interactive approaches to second language reading. Cambridge, UK: Cambridge University Press.
dc.identifier.citationCenoz, J., & Genesee, F. (1998). Beyond bilingualism: Multilingualism and multilingual education. Philadelphia, PA: Multilingual Matters
dc.identifier.citationCentro Regional para el Fomento del Libro en América Latina y el Caribe (CERLALCUNESCO). (2012). Comportamiento lector y hábitos de lectura. Bogotá, Colombia: CERLALC- UNESCO.
dc.identifier.citationCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis (introducing qualitative methods series). London, UK: Sage.
dc.identifier.citationClavijo, S. (2014, ). Desempeño educativo de Colombia a nivel internacional: Pruebas PISA de 2013. La República Retrieved from http://www.larepublica.co/desempe%C3%B1oeducativo-de-colombia-pruebas-pisa-de-2013_113536
dc.identifier.citationCohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
dc.identifier.citationCohen, V., & Cowen, J. (2007). Literacy for children in an information age: Teaching reading, writing, and thinking. Belmont, CA: Thomas Wadsworth.
dc.identifier.citationConklin, W. (2011). Higher-order thinking skills to develop 21st century learners. Huntington Beach, CA: Shell Education.
dc.identifier.citationCorbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage.
dc.identifier.citationCorrales, K., & Maloof, C. (2011). Student perceptions on how content based instruction supports learner development in a foreign language context. Zona Próxima, (15), 40-53.
dc.identifier.citationCreswell, J. W. (2009). Research design : Qualitative, quantitive, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
dc.identifier.citationDale, L., & Tanner, R. (2012). CLIL activities with CD-ROM: A resource for subject and language teachers. Cambridge, UK: Cambridge University Press
dc.identifier.citationDalton-Puffer, C. (2006). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In Werner Delanoy, & Laurenz Volkmann (Eds.), Future perspectives for English Language Teaching (pp. 1-19). Heidelberg, Germany: Carl Winter.
dc.identifier.citationDalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
dc.identifier.citationDepartamento Administrativo Nacional de Estadistica (DANE). (2014). Encuesta de consumo cultural 2014. Colombia: DANE. Retrieved from http://www.dane.gov.co/files/investigaciones/eccultulral/cp_ecc_2014.pdf
dc.identifier.citationDueñas, M. (2004). The" whats"," whys"," hows" and" whos" of contet-based instruction in second/foreign language education. IJES, International Journal of English Studies, 4(1), 73- 96.
dc.identifier.citationDuke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What Research has to Say about Reading Instruction, 3, 205-242.
dc.identifier.citationEcheverri Acosta, L. M., & McNulty, F. M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile Issues in Teachers' Professional Development, 12(1), 107-123.
dc.identifier.citationEguiluz Jiménez, N. (2013). Why to CLIL? effects of CLIL on reading comprehension (Master's dissertation) Available from Academia-e. Retrieved from http://academicae.unavarra.es/handle/2454/9743
dc.identifier.citationEscobar, C., Evnitskaya, N., Moore, E., & Patiño, A. (2011). AICLE–CLIL–EMILE educació plurilingüe. Barcelona, Spain: Universidad Autonoma de Barcelona.
dc.identifier.citationForehand, M. (2010). Bloom’s taxonomy. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41-47) Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
dc.identifier.citationGallardo del Puerto, F., Gomez, E., & Garcia, M. (2009). Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation. In R. M. Jiménez Catalán, & Y. Ruiz de Zarobe (Eds.), Content and language integrated learning evidence from research in Europe (pp. 63-80). Toronto, Canada: Multilingual Matters.
dc.identifier.citationGebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher selfdevelopment and methodology guide (2nd ed.). Ann Arbor, MI: University of Michigan Press.
dc.identifier.citationGetha-Eby, T. J., Beery, T., Xu, Y., & O'Brien, B. A. (2014). Meaningful learning: Theoretical support for concept-based teaching. Journal of Nursing Education, 53(9), 494-500. doi:http://dx.doi.org.ezproxy.unisabana.edu.co/10.3928/01484834-20140820-04
dc.identifier.citationGómez, F. (2012). Fostering intercultural communicative competence through reading authentic literary texts in an advanced Colombian EFL classroom: A constructivist perspective. Profile Issues in Teachers' Professional Development, 14(1), 49-66.
dc.identifier.citationGrabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow, & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5-21). White Plains, NY: Longman.
dc.identifier.citationGrabe, W., & Stoller, F. L. (2011). Teaching and researching reading. London, UK: Routledge.
dc.identifier.citationGrellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge, UK: Cambridge University Press.
dc.identifier.citationHanesová, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of Language and Cultural Education, 2(2), 33-51.
dc.identifier.citationHeong, Y., Yunos, J., Othman, W., Hassan, R., Kiong, T., & Mohamad, M. (2011). The effectiveness of higher order thinking skills for generating idea among technical students. International Journal of Science and Humanity, 1(2), 121-125.
dc.identifier.citationHopson, M. H., Simms, R. L., & Knezek, G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-119.
dc.identifier.citationIakovos, T., Iosif, F., & Areti, K. (2011). Content-based instruction in the teaching of English as a foreign language. Review of European Studies, 3(1), 115-121.
dc.identifier.citationICFES. (2012). Colombia en PIRLS: Síntesis de resultados. Bogotá, Colombia: ICFES.
dc.identifier.citationJiménez, R. M., & Ruiz, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL vs. non-CLIL. In R. M. Jiménez, & Y. Ruíz (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 81-92). Toronto, Canada: Multilingual Matters
dc.identifier.citationJordan, G. (2004). Theory construction in second language acquisition. Amsterdam, The Netherlands: John Benjamins.
dc.identifier.citationKelly, A. V. (2004). The curriculum: Theory and practice. London, UK: Sage.
dc.identifier.citationKey English test: Handbook for teachers (2012). Cambridge, UK: University of Cambridge, UCLES
dc.identifier.citationKong, S., & Hoare, P. (2011). Cognitive content engagement in content-based language teaching. Language Teaching Research, 15(3), 307-324
dc.identifier.citationKoshy, V. (2005). Action research for improving practice: A practical guide. London, UK: Sage.
dc.identifier.citationKrathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
dc.identifier.citationLarsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford, UK: Oxford University Press.
dc.identifier.citationLiaw, M. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching and Learning, 31(2), 45-87.
dc.identifier.citationLo, Y. Y. (2014). A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism, 18(4), 443-462. doi:10.1080/13670050.2014.916654
dc.identifier.citationLopera Medina, S. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile Issues in Teachers' Professional Development, 14(1), 79-89.
dc.identifier.citationMacNeill, A. J. (2014). An examination of the effects of using a sustained-theme content-based instruction approach in a community college ESL program. Journal of Applied Research in the Community College, 21(2), 15-20.
dc.identifier.citationMadrid, D., & García, E. (2001). Content-based second language teaching. In E. García (Ed.), Present and future trends in TEFL (pp. 101-134). Almería, Spain: Universidad de Almería.
dc.identifier.citationMariño Ávila, C. M. (2014). Towards implementing CLIL (content and language integrated learning) at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal, 16(2), 151- 160.
dc.identifier.citationMcBain, R. A., & Mhunpiew, N. (2014). Development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok. Latin American Journal of Content & Language Integrated Learning, 7(1), 82-97. doi::10.5294/laclil.2014.7.1.5
dc.identifier.citationMcDougald, J. S. (2009). The state of language and content instruction in Colombia. Latin American Journal of Content & Language Integrated Learning, 2(2), 44-48. doi:10.5294/laclil.2009.2.2.15
dc.identifier.citationMcKeown, M., Beck, I., & Blake, R. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218-253.
dc.identifier.citationMcLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), 432-440.
dc.identifier.citationMenden, S. (2012). Using discussion groups to increase higher order thinking skills. (Master's dissertation) Southwest Minnesota state university. Available from ProQuest Dissertations & Theses A&I. Retrieved from http://search.proquest.com.ezproxy.unisabana.edu.co/docview/1029875719?accountid=4537 5
dc.identifier.citationMinisterio de Educación Nacional. (2011). Plan nacional de lectura y escritura de educación inicial, preescolar, básica y media. Bogotá, Colombia: Ministerio de Educación Nacional.
dc.identifier.citationMiri, B., David, B., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369.
dc.identifier.citationMitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. London, UK: Routledge
dc.identifier.citationMoreno Torres, M. J. (2013). Encouraging ninth graders to improve their reading comprehension and become self directed through doing reading tasks based on authentic texts and applying reading strategies (Unpublished Master's dissertation) Available from Intellectum. Retrieved from http://hdl.handle.net/10818/8297
dc.identifier.citationNational Reading Panel. (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction National Institute of Child Health and Human Development, National Institutes of Health.
dc.identifier.citationNorato Peña, A., & Cañón, J. M. (2008). Developing cognitive processes in teenagers through the reading of short stories. Profile Issues in Teachers' Professional Development, (9), 9-22.
dc.identifier.citationNunan, D. (2015). Teaching English to speakers of other languages. New York, NY: Routledge.
dc.identifier.citationNuttall, C. (2005). Teaching reading skills in a foreign language (3rd ed.). Oxford,UK: MacMillan.
dc.identifier.citationPadilla, B., & Armellini, A. (2013). Student engagement with a content-based learning design. Research in Learning Technology, 21
dc.identifier.citationPardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280.
dc.identifier.citationPessoa, S., Hendry, H., Donato, R., Tucker, G. R., & Lee, H. (2007). Content-based instruction in the foreign language classroom: A discourse perspective. Foreign Language Annals, 40(1), 102-121.
dc.identifier.citationPritchard, A., & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. New York, NY: Routledge
dc.identifier.citationPunch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. London, UK: Sage.
dc.identifier.citationReina Leal, M. (2013). Impact of the application of reading strategies on the development of intensive reading comprehension in a content-based science class (Unpublished Master's dissertation) Available from Intellectum. Retrieved from http://hdl.handle.net/10818/9292
dc.identifier.citationRichards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press.
dc.identifier.citationRodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. Modern Language Journal, , 373-386.
dc.identifier.citationRojas Ruiz, G. A. (2011). The relevance of content-based instruction –CBI-, in the English language teaching at Nuestra Señora de Fátima school in Bogota. (Unpublished Master's dissertation) Available from bdigital. Retrieved from http://www.bdigital.unal.edu.co/3829/
dc.identifier.citationRomero Rute, M. I. (2013). Improving the reading comprehension of low proficiency students (Unpublished Master's dissertation) Available from Intellectum. Retrieved from http://hdl.handle.net/10818/8240
dc.identifier.citationRuiz de Zarobe, Y. (2008). CLIL and foreign language learning: A longitudinal study in the Basque country. International CLIL Research Journal, 3(4), 5.
dc.identifier.citationRuiz de Zarobe, Y., & Jimenez Catalan, R. M. (2009). Content and language integrated learning: Evidence from research in Europe. Bristol, UK: Multilingual Matters.
dc.identifier.citationSagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for supervision and curriculum development.
dc.identifier.citationSecretaría de Cultura, Recreación y Deporte (Coordinación Plan DICE), Secretaría de Educación Distrital, Biblored. (2011). Plan DICE, plan distrial de inclusión en la cultura escrita. Bogotá, Colombia: Secretaria de Educación Distrital.
dc.identifier.citationSeidel, R. J., Perencevich, K. C., & Kett, A. L. (2005). From principles of learning to strategies for instruction: Empirically based ingredients to guide instructional development. New York, NY: Springer Science & Business Media.
dc.identifier.citationShen, F. (2005). Enabling higher-level thinking process in ESL reading: An examination of three instructional approaches. Proceedings of the 22nd Conference on English Teaching and Learning in the Republic of China, Taipei, Taiwan, 249-264.
dc.identifier.citationSimister, C. J. (2007). How to teach thinking and learning skills: A practical programme for the whole school. London, UK: Sage
dc.identifier.citationSiniscalco, M. T., & Auriat, N. (2005). Questionnaire design. In K. Ross (Ed.), Quantitative research methods in educational planning (pp. 1-85). París, France: UNESCO.
dc.identifier.citationSkogen, M. (2013). Reading in CLIL and in regular EFL classes: To what extent do they differ in reading proficiency and strategy use?: How do CLIL and EFL students differ with regard to reading proficiency? how do CLIL and EFL students differ with regard to reading strategy use? (Master's dissertation) Available from Dspace. Retrieved from http://hdl.handle.net/10852/36657
dc.identifier.citationSmagorinsky, P., Hansen, M. R., & Fink, L. (2013). What does Vygotsky provide for the 21stcentury language arts teacher? Language Arts, 90(3), 192-204.
dc.identifier.citationSmith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell M., V. Mahler, B. L. Tinto, B. Smith & J. MacGreger (Eds.), Collaborative learning: A sourcebook for higher education (pp. 9-22). University Park, TX: National Center on Postsecondary Teaching, Learning and Assessment.
dc.identifier.citationSpratt, S. (2012). Comparing CLIL and ELT. Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners: Conference Proceedings, Jagodina, Serbia. (11) 9- 19.
dc.identifier.citationStoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283.
dc.identifier.citationStoney, S., & Oliver, R. (1999). Can higher order thinking and cognitive engagement be enhanced with multimedia. Interactive Multimedia Electronic Journal of ComputerEnhanced Learning, 1(2) Retrieved from http://imej.wfu.edu/articles/1999/2/07/printver.asp
dc.identifier.citationStrauss, A. L. (1987). Qualitative analysis for social scientists. New York, NY: Cambridge University Press.
dc.identifier.citationStryker, S. B., Ed., & Leaver, B. L., Ed. (1997). Content- based instruction in foreign language education: From theory to practice. In S. B. Stryker, & B. L. Leaver (Eds.), Content- based instruction in foreign language education: Models and methods (pp. 3-28). Washington, DC: Georgetown University Press.
dc.identifier.citationSubdirección de Calidad y Pertinencia, Dirección de Evaluación de la Educación Secretaría de Educación del Distrito. (2014). Análisis descriptivo y pedagógico de los resultados de las pruebas saber 3°,5° y 9° (2009, 2012 y 2013) y saber 11 (2014). Bogotá, Colombia: Subdirección de Calidad y Pertenencia.
dc.identifier.citationTankersley, K. (2007). Tests that teach: Using standardized tests to improve instruction. Alexandria, VA: Association for Supervision and Curriculum development
dc.identifier.citationTedick, D., & Wesely, P. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25-40. doi:10.1080/07908318.2014.1000923
dc.identifier.citationTennent, W. (2014). Understanding reading comprehension: Processes and practices. Washington, DC: SAGE.
dc.identifier.citationTovani, C. (2000). I read it, but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse
dc.identifier.citationTsai, Y., & Shang, H. (2010). The impact of content-based language instruction on EFL students’ reading performance. Asian Social Science, 6(3), 77-85.
dc.identifier.citationVan Blerkom, D. (2012). College study skills: Becoming a strategic learner (7th ed.). Boston, MA: Cengage Learning.
dc.identifier.citationVárkuti, A. (2010). Linguistic benefits of the CLIL approach: Measuring linguistic competences. International CLIL Research Journal, 1(3), 67-80.
dc.identifier.citationVerhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press
dc.identifier.citationVijayaratnam, P. (2012). Developing higher order thinking skills and team commitment via group problem solving: A bridge to the real world. Procedia-Social and Behavioral Sciences, 66, 53-63. doi:10.1016/j.sbspro.2012.11.247
dc.identifier.citationWallace, C. (1992). Reading. Oxford, UK: Oxford University Press.
dc.identifier.citationWei, M. (2006). Content-based instruction: Teaching Japanese business and current affairs to American students. The International Journal of the Humanities, 3(1), 73-79.
dc.identifier.citationWells Miranda, J. L. (2011). Effect of graphic organizers on the reading comprehension of an English language learner with a learning disability. University of Hawai Second Langauge Studies Paper 30 (1),
dc.identifier.citationWolff, D. (2009). Content and language integrated teaching. In K. Knapp, & B. Seidlholfer (Eds.), Handbook of foreign language communication and learning (pp. 545-572). Berlin, Germany: Walter de Gruyter
dc.identifier.citationWong, L. (2014). Essential study skills (8th ed.). Stamford, CT: Cengage Learning.
dc.identifier.citationYaniawati, P. (2013). E-learning to improve higher order thinking skills (HOTS) of students. Journal of Education and Learning, 7(2), 109-120.
dc.identifier.urihttp://hdl.handle.net/10818/26247
dc.description1 documento en PDF de 106 páginas.es_CO
dc.description.abstractEn esta era de la información, la comprensión lectora es una habilidad esencial. Los resultados de pruebas estandarizadas nacionales e internacionales recientes que evalúan esta habilidad han evidenciado el bajo nivel en la comprensión de lectura de los estudiantes colombianos especialmente en las instituciones educativas públicas. Teniendo este hecho en cuenta, esta investigación cualitativa busca determinar en qué medida la implementación de actividades basadas en contenidos puede desarrollar la comprensión de lectura y habilidades de pensamiento de nivel superior de estudiantes de nivel A1 de inglés según el Marco Común Europeo de Referencia para las Lenguas. Los datos fueron recolectados a través de la implementación de encuestas y pruebas de comprensión de lectura KET aplicados a los estudiantes antes y después de la intervención y artefactos de los estudiantes. Estos datos fueron analizados siguiendo las etapas propuestas por los principios de la teoría fundamentada, las cuales son codificación abierta, axial y selectiva para determinar los aspectos a analizar en la implementación de actividades basadas en contenidos en este contexto especifico. El análisis de los datos reveló que la implementación de actividades basadas en contenidos mejora la comprensión de lectura y habilidades de pensamiento (análisis y evaluación). Este estudio amplia el entendimiento de la efectividad de la implementación de la enseñanza de lenguas basada en contenido en la comprensión de lectura y habilidades de pensamiento de estudiantes de nivel básico en colegios no bilingües y presenta actividades para facilitar la integración de aprendizaje de una lengua extranjera y contenidos en niveles principiantes garantizando el aprendizaje permanente de los estudiantes y éxito en su vida profesional y académica.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabana
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.titleDeveloping reading comprehension through content based activitieses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.subject.armarcComprensión de lectura -- Colombia
dc.subject.armarcActividades estudiantiles
dc.subject.armarcLectura complementaria
dc.identifier.repourlhttp://intellectum.unisabana.edu.co


Files in this item

Thumbnail
Name:
Nubia Gualtero Aranda (Tesis).pdf
Size:
2.259Mb
Format:
PDF
Description:
Ver documento en PDF
View/Open

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International