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Improving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environment

dc.contributor.advisorRamírez Rodríguez, Martha Adelaida
dc.contributor.authorPrieto Rodríguez, Edwar Antonio
dc.date.accessioned2017-04-28T20:09:41Z
dc.date.available2017-04-28T20:09:41Z
dc.date.created2017
dc.date.issued2017-04-28
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dc.identifier.urihttp://hdl.handle.net/10818/30209
dc.description124 Páginas.es_CO
dc.description.abstractEste documento reporta los efectos de instrucción directa de estrategias metacognitivas para el desarrollo de habilidades de comprensión de lectura utilizando una metodología mixta la cual involucra actividades mediadas por la tecnología y actividades presenciales. Este estudio fue realizado con 35 estudiantes de grado octavo en el colegio Carlo Federici I.E.D, localizado en Bogotá, Colombia. La intervención involucró 16 sesiones implementadas durante un periodo de dos meses. Previo a la intervención, el problema fue identificado e indagación acerca del nivel de conciencia de los estudiantes en el uso sistemático de estrategias de comprensión de lectura fue llevado a cabo a través de la aplicación del cuestionario MARSI (inventario sobre estrategias metacognitivas de lectura). Con los datos recolectados, fueron identificadas las necesidades de los estudiantes respecto al uso de estrategias de comprensión de lectura, y posteriormente, las sesiones para la intervención fueron programadas considerando estrategias metacognitivas sugeridas por Flavell (1978), Brown (1980), Baker & Brown (1984), y Koda (2005), enfocándose principalmente en planear, monitorear y evaluar. Mediante la aplicación de un Pre-test y un Post-test, junto con descripciones detalladas de la intervención tomadas del diario del Profesor y el diario de los Estudiantes, fue posible establecer que, después de la intervención, la mayoría de los estudiantes mejoró sus resultados en pruebas de comprensión de lectura, evidenciando efectividad y relación entre el uso sistemático de estrategias y sus habilidades para la comprensión de lectura.​es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_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.subjectComprensión de lectura
dc.subjectAptitud creadora
dc.subjectMetacognición
dc.titleImproving reading comprehension test results through direct instruction of metacognitive strategies for reading comprehension of eighth graders in a blended learning environmentes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local264289
dc.identifier.localTE09052
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagister en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO


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