The effect of the self-assessment cycle in the literal reading comprehension of a1 high school students

Maldonado Barriga, Yudy Andrea; Russi Paz, Emma Yohana

dc.contributor.advisor	Acero Ríos, Claudia Lucía
dc.contributor.author	Maldonado Barriga, Yudy Andrea
dc.contributor.author	Russi Paz, Emma Yohana
dc.date.accessioned	2016-11-10T21:43:51Z
dc.date.available	2016-11-10T21:43:51Z
dc.date.created	2016
dc.date.issued	2016-11-10
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dc.identifier.uri	http://hdl.handle.net/10818/28238
dc.description	131 Páginas.	es_CO
dc.description.abstract	El objetivo de este proyecto fue determinar el efecto del ciclo de auto-evaluación en la comprensión lectora literal y la lectura auto dirigida en los estudiantes de dos colegios públicos de Bogotá, Colombia. 71 estudiantes de noveno y décimo grado entre 14 y 16 años y cuyo nivel de inglés como lengua extranjera corresponde al nivel A1 según el Marco Común Europeo de Referencia para las Lenguas participaron en la investigación. Siguiendo un modelo de investigación acción participación, los investigadores llevaron a cabo diez sesiones donde se implementó el ciclo de auto-evaluación con el propósito de generar cambios en la práctica de enseñanza y aprendizaje del proceso de comprensión de lectura literal. Se recolectaron datos cuantitativos y cualitativos por medio de cuestionarios diagnósticos y finales, pruebas de comprensión de lectura literal inicial y final, diarios de estudiantes, observaciones de clase de los profesores, entrevistas de grupo focalizadas y muestras del trabajo de los estudiantes que incluían pruebas de lectura literal cada sesión. El análisis de los datos revelo que los estudiantes se familiarizaron con el ciclo de autoevaluación el cual promovió la lectura auto dirigida de los participantes ya que les permitió ser conscientes de sus debilidades y fortalezas, establecer su propias metas de lectura y aprender a monitorearlas en un proceso cíclico. Este además afecto de forma moderada la comprensión de lectura literal considerando que la mayoría de ellos no alcanzo una mejoría significativa, no obstante los estudiantes mostraron progreso y reportaron haber adquirido más herramientas para enfrentarse a tareas de comprensión de lectura literal.	es_CO
dc.format	application/pdf	es_CO
dc.language.iso	eng	es_CO
dc.publisher	Universidad de La Sabana	es_CO
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.source	Universidad de La Sabana
dc.source	Intellectum Repositorio Universidad de La Sabana
dc.subject	Ingles -- Enseñanza
dc.subject	Comprensión de lectura
dc.subject	Investigación acción
dc.title	The effect of the self-assessment cycle in the literal reading comprehension of a1 high school students	es_CO
dc.type	masterThesis	es_CO
dc.publisher.program	Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido	es_CO
dc.publisher.department	Departamento de Lenguas y Culturas Extranjeras	es_CO
dc.identifier.local	262854
dc.identifier.local	TE08692
dc.type.local	Tesis de maestría
dc.type.hasVersion	publishedVersion	es_CO
dc.rights.accessRights	openAccess	es_CO
dc.creator.degree	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido	es_CO