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Comprehension improvement through reading strategies

dc.contributor.advisorAyala Zárate, Jair
dc.contributor.authorÁvila Daza, Nelly Patricia
dc.contributor.authorVélez Casas, Alba Lucia
dc.date.accessioned2016-11-18T20:39:45Z
dc.date.available2016-11-18T20:39:45Z
dc.date.created2016
dc.date.issued2016-11-18
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dc.identifier.urihttp://hdl.handle.net/10818/28554
dc.description100 Páginas.es_CO
dc.description.abstractThis small-scale qualitative action research study analyzed the impact of using scaffolding with different reading strategies (making inferences, predicting, activating previous knowledge, making connections, highlight and visualizing) to assist participants in reading comprehension using readings from Key English Test. The study was conducted with A1 English level ninth graders according to the CEFR (Common European Framework of Reference for Languages) at two public schools in Bogotá, Colombia. Participants revealed difficulties with reading comprehension in English due to lack of vocabulary and reading skills. Data was collected through KET, surveys, students' and teachers' journals and was analyzed through the grounded theory method (Corbin & Strauss, 2008). The KET besides being an instrument in the investigation, served to provide material which guided the proposed lesson plans for this study supporting the application of the reading strategies taught because they provided an opportunity to use the scaffolding approach. Research results revealed that reading strategies taught through a scaffolding approach and familiarity with the structure of KET had a positive influence on the learners' reading comprehension skills. Specifically, they helped build students own path to read, understand a text main idea, locate specific information and overcome the lack of vocabulary. This study advances foreign language reading research by extending the understanding of how learners can develop reading comprehension skills and deal with lack of vocabulary while reading in a foreign language. It also offers meaningful lessons for teachers of first and second languages.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabanaes_CO
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.subjectInglés -- Enseñanza
dc.subjectAptitud de aprendizaje
dc.subjectComprensión de lectura
dc.subjectLectura -- Pruebas de aptitud
dc.titleComprehension improvement through reading strategieses_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.identifier.local262936
dc.identifier.localTE08748
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


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