| dc.contributor.advisor | Goméz, Diana Patricia | |
| dc.contributor.author | Torres Rubio, Gehovel | |
| dc.date.accessioned | 2020-10-30T13:42:19Z | |
| dc.date.available | 2020-10-30T13:42:19Z | |
| dc.date.issued | 2020-10-07 | |
| dc.identifier.uri | http://hdl.handle.net/10818/43896 | |
| dc.description | 132 páginas | es_CO |
| dc.description.abstract | The purpose of this research project is to investigate the effects of peer-assessment of graphic organizers in improving reading comprehension in young learners. This research followed a mixed method action research where twenty private school students participated. Likes- dislikes questionnaire and a reading comprehension test were used to collect the data. For data analysis, tally sheets and statistics charts were used. The analysis revealed that students had difficulties in understanding the main idea and drawing conclusions. After data was collected, five instruments were implemented such as a survey, pre and post reading tests, field notes, a peer-assessment checklist and, graphic organizers. The results revealed that graphic organizers were beneficial to acquire learning by organizing ideas and by outlining the information needed in a short story. The second aspect found refers to students feeling engaged by assessing their peers on a task, more specifically by assessing a graphic organizer of story elements. After the implementation stage, it was possible to conclude that peer-assessment of graphic organizers are effective to improve reading comprehension in young learners. Further research is recommended to implement a variety of graphic organizers according to the text (fiction and non-fiction). Moreover, further studies should be done on the effectiveness of peer-assessment of graphic organizers using computer-based tools. | eng |
| dc.description.abstract | El propósito de este proyecto es investigar los efectos de la coevaluación de organizadores gráficos para mejorar la comprensión lectora en los estudiantes jóvenes. Esta investigación se enmarca en investigación acción de método mixto donde participaron veinte estudiantes de escuelas privadas. Se utilizó un cuestionario de preferencias y prueba de comprensión de lectura para recopilar los datos. Para el análisis de datos se utilizaron hojas de cálculo y cuadros estadísticos. El análisis reveló que los estudiantes tenían dificultades para comprender la idea principal y sacar conclusiones. Después de que se recopilaron los datos, se implementaron cinco instrumentos, tales como una encuesta, una prueba previa y posterior a la lectura, notas de campo, una lista de verificación para la coevaluación y organizadores gráficos. Los resultados revelaron que los organizadores gráficos están siendo beneficiosos para adquirir aprendizaje mediante la organización de ideas y delineando la información necesaria en una historia corta. El segundo aspecto identificado se refiere a que los estudiantes se sientan comprometidos con su propio proceso al evaluar a sus compañeros en una tarea, más específicamente al evaluar un organizador gráfico de elementos de la historia. Después de la etapa de implementación, fue posible concluir que la evaluación por pares de los organizadores gráficos es efectiva para mejorar la comprensión lectora en los estudiantes jóvenes. Se recomienda realizar más investigaciones para implementar una variedad de organizadores gráficos de acuerdo con el texto (ficción y no ficción). Además, se deben realizar más estudios sobre la efectividad de la coevaluación de organizadores gráficos utilizando herramientas informáticas. | spa |
| dc.format | application/pdf | es_CO |
| dc.language.iso | spa | 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 | instname:Universidad de La Sabana | es_CO |
| dc.source | reponame:Intellectum Repositorio Universidad de La Sabana | es_CO |
| dc.title | Improving reading comprehension in young learners through peer-assessment of Graphic organizers | es_CO |
| dc.type | masterThesis | es_CO |
| dc.type.hasVersion | publishedVersion | es_CO |
| dc.rights.accessRights | openAccess | es_CO |
| dc.subject.armarc | Comprensión de lectura | spa |
| dc.subject.armarc | Modelos de enseñanza | spa |
| dc.subject.armarc | Educación -- Investigaciones | spa |
| dcterms.references | Ali Derakhshan, & Elham Karimi. (2015). The Interference of First Language and Second
Language Acquisition. Theory and Practice in Language Studies, 5(10), 2112–2117.
https://doi.org/http://dx.doi.org/10.17507/tpls.0510.19 | eng |
| dcterms.references | Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2006). Executive functions in
becoming writing readers and reading writers: Note taking and report writing in third and
fifth graders. Developmental Neuropsychology.
https://doi.org/10.1207/s15326942dn2901_8 | eng |
| dcterms.references | Amaya Perez, V. C. (2013). Developing students’ reading comprehension skills through active
reading strategies in agronomy articles, 1–108. Retrieved from
http://hdl.handle.net/10818/9296 | eng |
| dcterms.references | Anderson, C. E., McDougald, J. S., & Cuesta Medina, L. (2015). CLIL for young learners. In C.
N. Giannikas, L. McLaughlin, G. Fanning, & N. D. Muller (Eds.), Children learning
English: From research to practice (pp. 137–151). Reading, UK: Garnet. Retrieved from
https://www.academia.edu/16843409/CLIL_for_young_learners | eng |
| dcterms.references | Andrade, H. G. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College
Teaching. https://doi.org/10.3200/CTCH.53.1.27-31 | eng |
| dcterms.references | Ausubel, D. G. (1963). Cognitive Structure and the Facilitation of Meaningful Verbal Learning.
Journal of Teacher Education. https://doi.org/10.1177/002248716301400220 | eng |
| dcterms.references | Ayverdi, L., Nakiboğlu, C., & Aydin, S. Ö. Z. (2014). Usage of Graphic Organizers in Science
and Tecnology Lessons. Procedia - Social and Behavioral Sciences.
https://doi.org/10.1016/j.sbspro.2014.01.929 | eng |
| dcterms.references | Baker, L. (2006). Observation: A Complex Research Method. Library Trends.
https://doi.org/10.1007/BF00320564 | eng |
| dcterms.references | Baxendell, B. W. (2003). Consistent, Coherent, Creative: The 3 C’s of Graphic Organizers.
TEACHING Exceptional Children. https://doi.org/10.1177/004005990303500307 | eng |
| dcterms.references | Benè, K. L., & Bergus, G. (2014). When learners become teachers: A review of peer teaching in
medical student education. Family Medicine. | eng |
| dcterms.references | Bernhardt, T. M. (2010). Using graphic organizers to enhance reading comprehension.
ProQuest Dissertations and Theses. | eng |
| dcterms.references | Booker, K. (2012). Using Picturebooks to Empower and Inspire Readers and Writers in the
Upper Primary Classroom. Literacy Learning: The Middle Years, 20, i–xiv. | eng |
| dcterms.references | Borg, S. (2001). The research journal: A tool for promoting and understanding researcher
development. Language Teaching Research. https://doi.org/10.1177/136216880100500204 | eng |
| dcterms.references | Bostock, S. (2000). Student peer assessment. Learning Technology.
https://doi.org/10.1080/17486025.2012.727034 | eng |
| dcterms.references | Boud, D., Cohen, R., & Sampson, J. (1999). Peer Learning and Assessment. Assessment &
Evaluation in Higher Education. https://doi.org/10.1080/0260293990240405 | eng |
| dcterms.references | Braselton, S., & Decker, B. C. (1994). Using graphic organizers to improve the reading of
mathematics. Reading Teacher. https://doi.org/http://dx.doi.org/10.1016/S0020-
7292%2809%2960481-1 | eng |
| dcterms.references | Brindley, C., & Scoffield, S. (1998). Peer Assessment in Undergraduate Programmes. Teaching
in Higher Education. https://doi.org/10.1080/1356215980030106 | eng |
| dcterms.references | Brown, H. D. (2006). Principles of Language Learning and Teaching. Language (Vol. 57).
https://doi.org/10.2307/414380 | eng |
| dcterms.references | Bruce Arne, S. (1984). Teaching reading skills in a foreign language. System.
https://doi.org/10.1016/0346-251x(84)90031-9 | eng |
| dcterms.references | Burns, A. (2009). Doing action research in english language teaching: A guide for practitioners.
Doing Action Research in English Language Teaching: A Guide for Practitioners.
https://doi.org/10.4324/9780203863466 | eng |
| dcterms.references | Butler, Y. G., & Zeng, W. (2014). Young foreign language learner’s interactions during taskbased paired assessments. Language Assessment Quarterly.
https://doi.org/10.1080/15434303.2013.869814 | eng |
| dcterms.references | Carvalho, A. (2013). Students’ perceptions of fairness in peer assessment: evidence from a
problem-based learning course. Teaching in Higher Education.
https://doi.org/10.1080/13562517.2012.753051 | eng |
| dcterms.references | Chall, J. (1996). Stages of reading development. Stages of Reading Development, (1998), 9–29.
Retrieved from http://www.citeulike.org/group/14233/article/8717868 | eng |
| dcterms.references | Cheng, Liying, Q. L. (2006). Analysing Tests of Reading and Listening in Relation to the
Common European Framework of Reference : The Experience of The Dutch CEFR
Construct Project. Language Assessment Quarterly.
https://doi.org/10.1207/s15434311laq0301 | eng |
| dcterms.references | Cheon, J., Chung, S., Song, J., & Kim, Y. (2015). An investigation of the effects of a graphic
organizer in an online serious game on learning outcomes and attitudinal perceptions.
Interactive Learning Environments. https://doi.org/10.1080/10494820.2013.788030 | eng |
| dcterms.references | Cook, V. J. (1985). Chomsky’s universal grammar and second language learning. Applied
Linguistics, 6(1)(1), 2–18. Retrieved from
http://homepage.ntlworld.com/vivian.c/Writings/Papers/AL85.htm | eng |
| dcterms.references | Corbin, J., & Strauss, A. (2012). Basics of Qualitative Research (3rd ed.): Techniques and
Procedures for Developing Grounded Theory. Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory.
https://doi.org/10.4135/9781452230153 | eng |
| dcterms.references | Council of Europe. (2001). The Common European Framework of Reference for Languages.
Europe. | eng |
| dcterms.references | Cowan, P. (2010). Teaching for understanding. In Teaching MATHEMATICS.
https://doi.org/10.4324/9780203416013_chapter_2 | eng |
| dcterms.references | Cresswell, J. (2006). Choosing A Mixed Methods Design. In Design in Mind.
https://doi.org/1412927927 | eng |
| dcterms.references | Creswell, J. W. (2009). Qualitative, Quantitative, and Mixed Methods Approaches The Selection
of a Research Design. Research Design. | eng |
| dcterms.references | Creswell, & W., J. (2011). Designing and Conducting Mixed Methods Research - Chapter 3,
Choosing a mixed methods design. SAGE Publications, Inc, 488.
https://doi.org/1412927927 | eng |
| dcterms.references | Crozier, G., Denzin, N., & Lincoln, Y. (1994). Handbook of Qualitative Research. British
Journal of Educational Studies. https://doi.org/10.2307/3121684 | eng |
| dcterms.references | Cuesta Medina, L., & Alvarez Ayure, C. P. (2014). Fostering collaboration in CALL: Benefits
and challenges of using virtual language resource centres. In CALL Design: Principles and
Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands.
https://doi.org/10.14705/rpnet.2014.000194 | eng |
| dcterms.references | Dalgleish, T., Williams, J. M. G. ., Golden, A.-M. J., Perkins, N., Barrett, L. F., Barnard, P. J., …
Watkins, E. (2007). Improving Reading Skills in Beginner Learners by means of Graphic
Organizers and the use of English Leveled Readers. Journal of Experimental Psychology:
General, 136(1), 23–42. | eng |
| dcterms.references | Daniels, H. (2008). Vygotsky and research. Vygotsky and Research.
https://doi.org/10.4324/9780203891797 | eng |
| dcterms.references | de Mejía, A.-M. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages,
Cultures and Identities. Colombian Applied Linguistics Journal. | eng |
| dcterms.references | de Mejía, A.-M. (2011). The national bilingual programme in Colombia: Imposition or
opportunity? Apples – Journal of Applied Language Studies. | eng |
| dcterms.references | Dellinger, A. B., & Leech, N. L. (2007). Toward a Unified Validation Framework in Mixed
Methods Research. Journal of Mixed Methods Research.
https://doi.org/10.1177/1558689807306147 | eng |
| dcterms.references | Dooley, C. M., & Matthews, M. W. (2009). Emergent comprehension: Understanding
comprehension development among young literacy learners. Journal of Early Childhood
Literacy. https://doi.org/10.1177/1468798409345110 | eng |
| dcterms.references | Dornyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second
Language Acquisition. (2005).The Psychology of the Language Learner: Individual
Differences in Second Language Acquisition.Xii, 270 Pp.Mahwah, NJ, US: Lawrence
Erlbaum Associates Publishers. | eng |
| dcterms.references | Dubé, F., Ouellet, C., & Bessette, L. (2016). Explicit teaching of reading fluency and students’
reading comprehension in elementary school. International Journal of Learner Diversity
and Identities, 23(2), 31–40. Retrieved from
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84969851212&partnerID=40&md5=88c1f5257fd625891ed07288cf61afbc | eng |
| dcterms.references | Eastment, D. (2003). Young learners. ELT Journal. https://doi.org/10.1093/elt/57.4.421 | eng |
| dcterms.references | Echeverri, L., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’ Professional Development. | eng |
| dcterms.references | Educación Nacional, M. de. (2018). Ministerio de Educación Nacional. Manual.
https://doi.org/10.3847/2041-8213/aa6442 | spa |
| dcterms.references | Ennis, R. H. (2011). The Nature of Critical Thinking : An Outline of Critical Thinking
Dispositions. In Sixth International Conference on Thinking at MIT. | eng |
| dcterms.references | Epenscheid, G. E. (1942). The Three Little Pigs Papers, Box M.C. 1. | eng |
| dcterms.references | Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., … Mong,
C. (2007). Using peer feedback to enhance the quality of student online postings: An
exploratory study. Journal of Computer-Mediated Communication.
https://doi.org/10.1111/j.1083-6101.2007.00331.x | eng |
| dcterms.references | Friedman, D. A. (2012). How to Collect and Analyze Qualitative Data. In Research Methods in
Second Language Acquisition: A Practical Guide.
https://doi.org/10.1002/9781444347340.ch10 | eng |
| dcterms.references | Furman Shaharabani, Y., & Faiger, H. (2017). TEACHING FOR UNDERSTANDING IN AN
ACADEMIC COURSE: EXPERIENCED LECTURER’S CHALLENGES AND
BENEFITS. In ICERI2017 Proceedings. https://doi.org/10.21125/iceri.2017.1294 | eng |
| dcterms.references | Gabriele, A., Troseth, E., Martohardjono, G., & Otheguy, R. (2009). Emergent literacy skills in
bilingual children: Evidence for the role of L1 syntactic comprehension. International
Journal of Bilingual Education and Bilingualism.
https://doi.org/10.1080/13670050802331816 | eng |
| dcterms.references | Garcia, J. R., & Cain, K. (2014). Decoding and Reading Comprehension: A Meta-Analysis to
Identify Which Reader and Assessment Characteristics Influence the Strength of the
Relationship in English. Review of Educational Research. https://doi.org/10.3102/0034654313499616 | eng |
| dcterms.references | Garzón Alfonso, E. A. (2017). Improving Reading Skills in Beginner Learners by means of
Graphic Organizers and the use of English-Leveled Readers, (October). | eng |
| dcterms.references | Gibbons, P. (2003). Scaffolding Language , Scaffolding Learning Teaching Second Language
learners in the Mainstream Classroom. Naldic. https://doi.org/802.0-07 Gib | eng |
| dcterms.references | González, B., & Paola, A. (2011). Fostering Fifth Graders ’ Reading Comprehension through the
use of Intensive Reading in Physical Science * La Comprensión de Lectura de Estudiantes
de Quinto Grado a través del uso de la Lectura en la Clase de Ciencias, 13, 35–53. | eng |
| dcterms.references | Gottardo, A., & Mueller, J. (2009). Are First- and Second-Language Factors Related in
Predicting Second-Language Reading Comprehension? A Study of Spanish-Speaking
Children Acquiring English as a Second Language From First to Second Grade. Journal of
Educational Psychology. https://doi.org/10.1037/a0014320 | eng |
| dcterms.references | Grabe, W., & Stoller, F. L. (2012). Teaching Reading. In The Encyclopedia of Applied
Linguistics. https://doi.org/10.1002/9781405198431.wbeal1174 | eng |
| dcterms.references | Granena, G., Muñoz, C., & Tragant, E. (2015). L1 reading factors in extensive L2 reading-whilelistening instruction. System. https://doi.org/10.1016/j.system.2015.09.005 | eng |
| dcterms.references | Graphic Organizer. (n.d.). Retrieved October 29, 2018, from
https://www.edrawsoft.com/templates/pdf/story-elements-graphic-organizer.pdf | eng |
| dcterms.references | Gu, L. (2015). Language ability of young English language learners: Definition, configuration,
and implications. Language Testing. https://doi.org/10.1177/0265532214542670 | eng |
| dcterms.references | Guerrero, K., & Fajardo, M. (2018). Taller de uso de resultados para el mejoramiento continuo
del proceso educativo | spa |
| dcterms.references | Hall, T., & Strangman, N. (2002). Graphic organizers. In Wakefield MA: National Center on Assessing the General Curriculum. https://doi.org/10.4135/9781452230528.n26 | eng |
| dcterms.references | Hammersley, M. (1993). On the Teacher as Researcher. Educational Action Research.
https://doi.org/10.1080/0965079930010308 | eng |
| dcterms.references | Harrison, C. (1998). What is Reading Comprehension, Why Is It so Hard to Develop, and What
Do Teacher Need to Know About it? ESRC Seminar- Reading Comprehension: From
Theory to Practice. | eng |
| dcterms.references | Harrison, C. (2004). Understanding reading development. Understanding Reading Development.
https://doi.org/10.4135/9781446215401 | eng |
| dcterms.references | Heyworth, F. (2006). The common European framework. ELT Journal.
https://doi.org/10.1093/elt/cci105 | eng |
| dcterms.references | Honey, P., & Mumford, A. (1992). The manual of learning styles (3rd editio). Maidenhead. | eng |
| dcterms.references | Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing.
https://doi.org/10.1007/BF00401799 | eng |
| dcterms.references | Horton, S. V, Lovitt, T. C., & Bergerud, D. (1990). The effectiveness of graphic organizers for
three classifications of secondary students in content area classes. J Learn Disabil.
https://doi.org/10.1177/002221949002300107 | eng |
| dcterms.references | Hughes, A., & Taylor, N. (2010). Teaching English To Young Learners. Seventh International
TEYL Research Seminar Paper 2011, 1–67. | eng |
| dcterms.references | Hughes, J. (2007). Reading Process. Retrieved August 24, 2018, from
https://faculty.uoit.ca/hughes/Reading/ReadingProcess.html | eng |
| dcterms.references | Isemonger, I., & Sheppard, C. (2003). Learning styles. RELC Journal, 34, 195-222. Advance
online publication. https://doi.org/10.1177/003368820303400205 | eng |
| dcterms.references | Jalongo, M. R., & Sobolak, M. J. (2011). Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies. Early Childhood Education
Journal, 38, 421-429. Advance online publication. https://doi.org/10.1007/s10643-010-
0433-x | eng |
| dcterms.references | Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and
issues. Reading in a Foreign Language. | eng |
| dcterms.references | Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action.
Administrative Science Quarterly, 24, 602. Advance online publication.
https://doi.org/10.2307/2392366 | eng |
| dcterms.references | Jones, I., & Alcock, L. (2014). Peer assessment without assessment criteria. Studies in Higher
Education, 39, 1774-1787. Advance online publication.
https://doi.org/10.1080/03075079.2013.821974 | eng |
| dcterms.references | Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to
comprehension. Psychological Review, 87, 329-354. Advance online publication.
https://doi.org/10.1037/0033-295X.87.4.329 | eng |
| dcterms.references | Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring:
An integration strategy to improve reading skills and promote peer interactions among
students with autism and general education peers. Journal of Applied Behavior Analysis, 27,
49-61. Advance online publication. https://doi.org/10.1901/jaba.1994.27-49 | eng |
| dcterms.references | Katayama, A. D., & Robinson, D. H. (2000). Getting students “partially” involved in note-taking
using graphic organizers. Journal of Experimental Education, 68, 119-133. Advance online
publication. https://doi.org/10.1080/00220970009598498 | eng |
| dcterms.references | Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer assessment for
writing: Their origin and impact on revision work. Instructional Science, 39, 387-406. Advance online publicaton. https://doi.org/10.1007/s11251-010-9133-6 | eng |
| dcterms.references | Kearney, S. P., & Perkins, T. (2014). Engaging students through assessment: The success and
limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.
Journal of University Teaching & Learning Practice. | eng |
| dcterms.references | Khanlou, N., & Peter, E. (2005). Participatory action research: Considerations for ethical review.
Social Science & Medicine, 60, 23333-2340. Advance online publication.
https://doi.org/10.1016/j.socscimed.2004.10.004 | eng |
| dcterms.references | Kibby, M. Y., Lee, S. E., & Dyer, S. M. (2014). Reading performance is predicted by more than
phonological processing. Frontiers in Psychology, 5, 960. Advance online publication.
https://doi.org/10.3389/fpsyg.2014.00960 | eng |
| dcterms.references | Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic Organizers and Their Effects on
the Reading Comprehension of Students with LD: A Synthesis of Research. Journal of
Learning Disabilities, 37, 105-118. Advance online publication.
https://doi.org/10.1177/00222194040370020201 | eng |
| dcterms.references | Kim, Y. S. (2012). The relations among L1 (Spanish) literacy skills, L2 (English) language, L2
text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade
students. Learning and Individual Differences, 22, 690-700. Advance online publication.
https://doi.org/10.1016/j.lindif.2012.06.009 | eng |
| dcterms.references | Kintsch, W., & Rawson, K. a. (2005). Comprehension. The Science of Reading: A Handbook,
209–226. https://doi.org/10.1002/9780470757642.ch12 | eng |
| dcterms.references | Kirby, J. R. (2007). Reading comprehension: its nature and development. Encyclopedia of
Language and Literacy Development. | eng |
| dcterms.references | Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1-44. Advance online publication.
https://doi.org/10.1111/0023-8333.101997010-i1 | eng |
| dcterms.references | Krashen, S. (2005). Free voluntary reading: New research, applications, and controversies.
Anthology Series-Seameo Regional Language Centre, 46(1993), 1. Retrieved from
http://sdkrashen.com/articles/singapore/singapore.pdf | eng |
| dcterms.references | Küçükoğlu, H. (2013). Improving Reading Skills Through Effective Reading Strategies.
Procedia - Social and Behavioral Sciences. Advance online publication.
https://doi.org/10.1016/j.sbspro.2013.01.113 | eng |
| dcterms.references | Lai, C. L., & Hwang, G. J. (2015). An interactive peer-assessment criteria development approach
to improving students’ art design performance using handheld devices. Computers &
Education, 85, 149-159. advance online publication.
https://doi.org/10.1016/j.compedu.2015.02.011 | eng |
| dcterms.references | Laurillard, D. (2008). The teacher as action researcher: Using technology to capture pedagogic
form. Studies in Higher Education, 33, 139-154. advance online publication.
https://doi.org/10.1080/03075070801915908 | eng |
| dcterms.references | Leal Filho, W., & Kovaleva, M. (2015). Research methods. In Environmental Science and
Engineering (Subseries: Environmental Science). https://doi.org/10.1007/978-3-319-10906-
0_5 | eng |
| dcterms.references | Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and
Community-Based Participatory Research approaches. The sage Dictionary of social
research methods. https://doi.org/10.1177/0001699305050985 | eng |
| dcterms.references | Lee, E. S., Yeatman, J. D., Luna, B., & Feldman, H. M. (2011). Specific language and reading
skills in school-aged children and adolescents are associated with prematurity after controlling for IQ. Neuropsychologia, 49, 906-913. Advance online publication.
https://doi.org/10.1016/j.neuropsychologia.2010.12.038 | eng |
| dcterms.references | Lervåg, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the
difference in reading comprehension growth between first and second language learners.
Journal of Child Psychology and Psychiatry and Allied Disciplines, 51, 612-620. Advance
online publication. https://doi.org/10.1111/j.1469-7610.2009.02185.x | eng |
| dcterms.references | Lingard, L., Albert, M., & Levinson, W. (2008). Grounded theory, mixed methods, and action
research. BMJ (clinical research Ed.), 337, a567. Advance online publication.
https://doi.org/10.1136/bmj.39602.690162.47 | eng |
| dcterms.references | Lipka, O., & Siegel, L. S. (2012). The development of reading comprehension skills in children
learning English as a second language. Reading and Writing.
https://doi.org/10.1007/s11145-011-9309-8 | eng |
| dcterms.references | Littau, K. (2006). Theories of reading: Books, bodies, and bibliomania. Literature & History.
Advance online publication. https://doi.org/10.1145/1551609.1551641 | eng |
| dcterms.references | Little, D. (2006). The Common European Framework of Reference for Languages: Content,
purpose, origin, reception and impact. Language Teaching, 39, 167-190. Advance online
publication. https://doi.org/10.1017/S0261444806003557 | eng |
| dcterms.references | Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment.
Teaching in Higher Education, 11, 279-290. Advance online publication.
https://doi.org/10.1080/13562510600680582 | eng |
| dcterms.references | Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining
where these differences lie. Journal of Research in Reading, 32, 199-214. advance online
publication. https://doi.org/10.1111/j.1467-9817.2008.01389.x | eng |
| dcterms.references | Long, T., Bengio, E., Lowe, R., Chi, J., Cheung, K., & Precup, D. (2017). World Knowledge for
Reading Comprehension: Rare Entity Prediction with Hierarchical LSTMs Using External
Descriptions. In EMNLP 2017 | eng |
| dcterms.references | Lopez, J., & Campoverde, J. (2018). Development of reading comprehension with graphic
organizers for students with dyslexia. Journal of Technology and Science Education.
https://doi.org/10.3926/jotse.414 | eng |
| dcterms.references | Mahdavi, J. N., & Tensfeldt, L. (2013). Untangling Reading Comprehension Strategy
Instruction: Assisting Struggling Readers in the Primary Grades. Preventing School Failure,
57, 77-92. Advance online publication. https://doi.org/10.1080/1045988X.2012.668576 | eng |
| dcterms.references | Manoli, P., & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research
Findings and Issues. Creative Education, 03, 348-356. Advance online publication.
https://doi.org/10.4236/ce.2012.33055 | eng |
| dcterms.references | Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading Comprehension Instruction
for Secondary Students: Challenges for Struggling Students and Teachers. Learning
Disability Quarterly, 26, 103. Advance online publication. https://doi.org/10.2307/1593593 | eng |
| dcterms.references | McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011).
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz
Frequency and Placement. Journal of Educational Psychology, 103, 399-414. Advance
online publication. https://doi.org/10.1037/a0021782 | eng |
| dcterms.references | McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance
summative-assessment performance in a web-based class: An experimental study. Journal
of Applied Research in Memory and Cognition, 1, 18-26. Advance online publication.
https://doi.org/10.1016/j.jarmac.2011.10.001 | eng |
| dcterms.references | McDougald, J. S. (2015). AICLE: Un nuevo enfoque para el aprendizaje bilingüe/CLIL: A fresh
approach to bilingual learning. Ruta Maestra, 11, 30–38 | eng |
| dcterms.references | McKay, P. (2006). Assessing Young Language Learners. Assessing Writing. advance online
publication. https://doi.org/10.1017/CBO9780511733093 | eng |
| dcterms.references | Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’ attitudes
towards reading in English. Procedia - Social and Behavioral Sciences, 2, 322-325.
Advance online publications. https://doi.org/10.1016/j.sbspro.2010.03.018 | eng |
| dcterms.references | Medina, A. (2000). Piaget. La Revista Venezolana De Educacion, 3(9), 11–15. | spa |
| dcterms.references | Megowan-Romanowicz, C. (2010). Inside Out: Action Research from the Teacher-Researcher
Perspective. Journal of Science Teacher Education, 21, 993-1011. Advance online
publication. https://doi.org/10.1007/s10972-010-9214-z | eng |
| dcterms.references | Melby-Lervåg, M., & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding,
phonological awareness and reading comprehension: A meta-analysis of the correlational
evidence. Journal of Research in Reading, 34, 114-135. Advance online publication.
https://doi.org/10.1111/j.1467-9817.2010.01477.x | eng |
| dcterms.references | MEN. (2017). Plan Nacional de Educación 2016 -2026. Plan Nacional de Educación 2016 -
2026 | spa |
| dcterms.references | Merga, M. K. (2014). Exploring the role of parents in supporting recreational book reading
beyond primary school. English in Education, 48(2), 149–163.
https://doi.org/10.1111/eie.12043 | eng |
| dcterms.references | Mertler, C. C. A. (2001). Designing Scoring Rubrics for Your Classroom. Practical Assessment
Research & Evaluation. Advance online publication.
https://doi.org/10.1103/PhysRevA.85.045601 | eng |
| dcterms.references | Michnick, R., Rosinski, R. R., & Golinkoh, R. M. (2012). Decoding , Semantic Processing , and
Reading Comprehension Skill. Reading, 47(1), 252–258. https://doi.org/10.2307/1128308 | eng |
| dcterms.references | Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Pearson Education.,
https://doi.org/10.1017/CBO9781139150484 | eng |
| dcterms.references | Mintzberg, H. (1970). STRUCTURED OBSERVATION AS A METHOD TO STUDY
MANAGERIAL WORK. Journal of Management Studies. https://doi.org/10.1111/j.1467-
6486.1970.tb00484.x | eng |
| dcterms.references | Miranda, A. (2013). How Reading Comprehension is Affected by Means of ICT in QuestionAnswer Relationship Strategy in EFL classroom. Tesis, 103. https://doi.org/10.1590/S0124-
00642012000800004 | eng |
| dcterms.references | Moore, C., & Teather, S. (2013). Engaging students in peer review: Feedback as learning. Issues
in Educational Research. | eng |
| dcterms.references | Mora, C. (2013). The Influence of Graphic Organizers in A1 Sixth Graders’ Argumentative
Writing Skill in an EFL Context. Intellectum, 103. https://doi.org/10.1590/S0124-
00642012000800004 | eng |
| dcterms.references | Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign
Language. | eng |
| dcterms.references | Morton. (2018). T o p i c. Quantitative Research, 3(Leedy 1993), 1.
https://doi.org/http://dx.doi.org/10.5210/fm.v8i1.1023 | eng |
| dcterms.references | Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de
Jong, P. F. (2017). Developmental Relations Between Reading Comprehension and Reading
Strategies. Scientific Studies of Reading, 21(3), 194–209.
https://doi.org/10.1080/10888438.2017.1278763 | eng |
| dcterms.references | Naderi, N., & Akrami, A. (2018). EFL Learners’ Reading Comprehension Development through
MALL: Telegram Groups in Focus. International Journal of Instruction.
https://doi.org/10.12973/iji.2018.11223a | eng |
| dcterms.references | Nakamura, M. (2018). Young Learners. The Language Teacher, 42(1), 29–31. | eng |
| dcterms.references | Narloch, R., Garbin, C. P., & Turnage, K. D. (2006). Benefits of Prelecture Quizzes. Teaching of
Psychology. https://doi.org/10.1207/s15328023top3302_6 | eng |
| dcterms.references | Newman, M. (2002). Mole and the Baby Bird. | eng |
| dcterms.references | O’Brien, R. (1998). An overview of the methodological approach of action Research. University
of Toronto. https://doi.org/10.3415/VCOT-07-10-0095 | eng |
| dcterms.references | Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word
reading and reading comprehension. Journal of Educational Psychology.
https://doi.org/10.1037/0022-0663.98.3.554 | eng |
| dcterms.references | Palinkas, L. A., Aarons, G. A., Horwitz, S., Chamberlain, P., Hurlburt, M., & Landsverk, J.
(2011). Mixed method designs in implementation research. Administration and Policy in
Mental Health and Mental Health Services Research. https://doi.org/10.1007/s10488-010-0314-z | eng |
| dcterms.references | Pang, Y. (2013). Graphic Organizers and Other Visual Strategies to Improve Young ELLs’
Reading Comprehension. New England Reading Association Journal. | eng |
| dcterms.references | Pardo, L. S. (2004). What Every Teacher Needs to Know About Comprehension. The Reading
Teacher. https://doi.org/10.1598/RT.58.3.5 | eng |
| dcterms.references | Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension.
Contemporary Educational Psychology. https://doi.org/10.1007/s10916-015-0283-6 | eng |
| dcterms.references | Phil, B. (2013). Teacher and Researching Autonomy (second). | eng |
| dcterms.references | Piaget, J. W. F. (1971). The theory of stages in cognitive development. In Measurement and
Piaget. | eng |
| dcterms.references | Piaget, J. (1971). The theory of stages in cognitive development. In Measurement and Piaget. | eng |
| dcterms.references | Piaget, Jean. (1964). Part I: Cognitive development in children: Piaget development and learning.
Journal of Research in Science Teaching. https://doi.org/10.1002/tea.3660020306 | eng |
| dcterms.references | Pottle, J., & Pottle, J. (2018). Goldilocks and the Three Bears. Science Fiction, Science Fact!
Ages 5–7, 125–145. https://doi.org/10.4324/9781315265759-7 | eng |
| dcterms.references | Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners’
Reading Comprehension Skill and the Strategies for Improvement. International Journal of
English Linguistics. https://doi.org/10.5539/ijel.v6n5p180 | eng |
| dcterms.references | Praveen Sam, D., & Rajan, P. (2013). Using graphic organizers to improve reading
comprehension skills for the middle school ESL students. English Language Teaching.
https://doi.org/10.5539/elt.v6n2p155 | eng |
| dcterms.references | Pressley, M., & Hilden, K. (2005). Teaching reading comprehension. In Understanding Literacy
Development: A Global View. https://doi.org/10.4324/9781410613332 | eng |
| dcterms.references | Prieto Rodriguez, E. A. (2014). Improving Reading Comprehension Test Results through Direct
Instruction of Metacognitive Strategies for Reading Comprehension of Eighth Graders in a
Blended Learning Environment. Universidad de La Sabana. Retrieved from
http://hdl.handle.net/10818/11209 | eng |
| dcterms.references | Puteri, R. R. M. A., Yusuf, F., & Dzulkafly, Z. (2017). Facilitating Reading Comprehension
among ESL Learners Using Graphic Organizers. Malaysian Journal of ELT Research. | eng |
| dcterms.references | Qian, D. (1999). Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in
Reading Comprehension. Canadian Modern Language Review. https://doi.org/10.3138/cmlr.56.2.282 | eng |
| dcterms.references | Quinton, S., & Smallbone, T. (2010). Feeding forward: Using feedback to promote student
reflection and learning - a teaching model. Innovations in Education and Teaching
International. https://doi.org/10.1080/14703290903525911 | eng |
| dcterms.references | RAND Reading Study Group. (2002). Reading for Understanding Toward an R & D Program in
Reading Comprehension. Office of Educational Research and Improvement.
https://doi.org/10.1037/0033-295X.95.2.163 | eng |
| dcterms.references | Rao, S. P., & DiCarlo, S. E. (2000). Peer Instruction improves performance on quizzes.
Advances in Physiology Education. https://doi.org/Article | eng |
| dcterms.references | Read, S. (2010). A Model for Scaffolding Writing Instruction: IMSCI. The Reading Teacher.
https://doi.org/10.1598/rt.64.1.5 | eng |
| dcterms.references | Reid, J. (1987). The Learning Style Preferences of ESL students. TESOL QUARTERLY, 21(1),
87–111. | eng |
| dcterms.references | Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and
backward design. RELC Journal. https://doi.org/10.1177/0033688212473293 | eng |
| dcterms.references | Robinson, D. H., & Skinner, C. H. (1996). Why graphic organizers facilitate search processes:
Fewer words or computationally efficient indexing? Contemporary Educational
Psychology. https://doi.org/10.1006/ceps.1996.0014 | eng |
| dcterms.references | Sánchez Solarte, A., & Obando Guerrero, G. (2008). Is Colombia Ready for “Bilingualism”?
Profile Issues in Teachers` Professional Development | eng |
| dcterms.references | Schünemann, N., Spörer, N., Völlinger, V. A., & Brunstein, J. C. (2017). Peer feedback mediates
the impact of self-regulation procedures on strategy use and reading comprehension in
reciprocal teaching groups. Instructional Science. https://doi.org/10.1007/s11251-017-9409-1 | eng |
| dcterms.references | Seaman, P. D., & Nunan, D. (2006). The Learner-Centred Curriculum: A Study in Second
Language Teaching. Language. https://doi.org/10.2307/414920 | eng |
| dcterms.references | Shanahan, T. (2005). The National Reading Panel Report. Practical Advice for Teachers.
Learning Point Associates/North Central Regional …. | eng |
| dcterms.references | Siegel, H. (2010). Critical thinking. In International Encyclopedia of Education.
https://doi.org/10.1016/B978-0-08-044894-7.00582-0 | eng |
| dcterms.references | Silverman, D. (2004). Qualitative Research : Theory, Method and Practice. Sage Publications.
https://doi.org/10.1073/pnas.0703993104 | eng |
| dcterms.references | Simmons, D. C., Griffin, C. C., & Kameenui, E. J. (1988). Effects of Teacher-Constructed Preand Post-Graphic Organizer Instruction on Sixth-Grade Science Students’ Comprehension
and Recall. Journal of Educational Research.
https://doi.org/10.1080/00220671.1988.10885859 | eng |
| dcterms.references | Sipe, L. R. (1998). How picture books work: A semiotically framed theory of text-picture
relationships. Children’s Literature in Education.
https://doi.org/10.1023/A:1022459009182 | eng |
| dcterms.references | Smith, D. (2003). Five principles for research ethics. https://doi.org/10.1037/e300062003-028 | eng |
| dcterms.references | Sogunro, O. A. (2002). Selecting a quantitative or qualitative research methodology: An
experience. Educational Research Quarterly. | eng |
| dcterms.references | Song, M. Y. (2008). Do divisible subskills exist in second language (L2) comprehension? A
structural equation modeling approach. Language Testing.
https://doi.org/10.1177/0265532208094272 | eng |
| dcterms.references | Strauss, A. L., & Corbin, J. M. (1990). Grounded theory procedures and techniques. Basics of Qualitative Research. https://doi.org/10.4135/9781452230153 | eng |
| dcterms.references | Stull, A. T., & Mayer, R. E. (2007). Learning by Doing Versus Learning by Viewing: Three
Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic
Organizers. Journal of Educational Psychology. https://doi.org/10.1037/0022-
0663.99.4.808 | eng |
| dcterms.references | Sundeen, T. H. (2007). So What’s the Big Idea? Using Graphic Organizers to Guide Writing for
Secondary Students With Learning and Behavioral Issues. Beyond Behavior | eng |
| dcterms.references | Sweet, A., & Snow, C. (2003). Rethinking reading comprehension. Reading Research Quarterly.
https://doi.org/dx.doi.org/10.1598/RRQ.44.3.1 | eng |
| dcterms.references | Tang, G. (1992). The effect of graphic representation of knowledge structures on ESL reading
comprehension. Studies in Second Language Acquisition.
https://doi.org/10.1017/S0272263100010810 | eng |
| dcterms.references | Tashakkori, A., & Teddlie, C. (2010). Sage handbook of mixed methods in social & behavioral
research: An Introduction. In Sage handbook of mixed methods in social & behavioral
research | eng |
| dcterms.references | Tashakkori, Abbas, & Creswell, J. W. (2007). Editorial: Exploring the Nature of Research
Questions in Mixed Methods Research. Journal of Mixed Methods Research.
https://doi.org/10.1177/1558689807302814 | eng |
| dcterms.references | Thayne, S. (2018). Graphic Organizers. In The TESOL Encyclopedia of English Language
Teaching. https://doi.org/10.1002/9781118784235.eelt0494 | eng |
| dcterms.references | Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance
students ’ future-learning in higher education . Journal of University Teaching Learning
Practice. | eng |
| dcterms.references | Tomlinson, B. (2008). Language Acquisition and Language Learning Materials. English
language learning material: A critical review. | eng |
| dcterms.references | Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
Association for Supervision and Curriculum Development | eng |
| dcterms.references | Topping, K. J. (2005). Trends in peer learning. Educational Psychology.
https://doi.org/10.1080/01443410500345172 | eng |
| dcterms.references | Topping, K. J. (2009a). Peer assessment. Theory into Practice.
https://doi.org/10.1080/00405840802577569 | eng |
| dcterms.references | Topping, K. J. (2009b). Peer assessment. Theory into Practice.
https://doi.org/10.1080/00405840802577569 | eng |
| dcterms.references | Trowbridge, J. E., & Wandersee, J. H. (2005). Theory-Driven Graphic Organizers. In Teaching
Science for Understanding. https://doi.org/10.1016/B978-012498360-1/50005-2 | eng |
| dcterms.references | Tudor, I. (2001). The dynamics of the language classroom: from method to postmethod.
Retrieved from
http://virtualpostgrados.unisabana.edu.co/pluginfile.php/434932/mod_resource/content/1/Vi
sions of Language. Tudor%2C Ian. %282001%29. The dynamics of the language
classroom..pdf | eng |
| dcterms.references | van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment
processes: Research findings and future directions. Learning and Instruction.
https://doi.org/10.1016/j.learninstruc.2009.08.004 | eng |
| dcterms.references | VanSchenkhof, M., Houseworth, M., McCord, M., & Lannin, J. (2018). Peer evaluations within
experiential pedagogy: Fairness, objectivity, retaliation safeguarding, constructive feedback,
and experiential learning as part of peer assessment. International Journal of Management Education. https://doi.org/10.1016/j.ijme.2017.12.003 | eng |
| dcterms.references | Vaughn, S., & Edmonds, M. (2006). Reading comprehension for older readers. Intervention in
School and Clinic. https://doi.org/10.1177/10534512060410030101 | eng |
| dcterms.references | Vojtková, M. N., & Kredátusová, M. (2007). The Benefits of Extensive Reading in EFL. Is.
Muni. Cz. | eng |
| dcterms.references | Vygotsky. (1978a). Interaction between learning and development. Mind and Society, 79–91. | eng |
| dcterms.references | Vygotsky, L. S. (1978b). Interaction between learning and development. In Mind in Society: The
Development of Higher Psychological Processes. https://doi.org/10.1016/S0006-
3495(96)79572-3 | eng |
| dcterms.references | Weir, C. J. (1993). Testing reading comprehension. In Understanding and developing language
tests. | eng |
| dcterms.references | Wiersma, W. (2013). The Validity of Surveys: Online and Offline. Oxford Internet Institute. | eng |
| dcterms.references | Williamson, K. (2017). Observation. In Research Methods: Information, Systems, and Contexts:
Second Edition. https://doi.org/10.1016/B978-0-08-102220-7.00017-0 | eng |
| dcterms.references | Wilson, S. M., & Peterson, P. L. (2006). Theories of Learning and Teaching What Do They
Mean for Educators? Best Practices. Retrieved from www.nea.org/books | eng |
| dcterms.references | Wilson, V. (2014). View of Research Methods: Triangulation | Evidence Based Library and
Information Practice. | eng |
| dcterms.references | Wiske, M. S., & Spicer, D. E. (2010). Teacher education as teaching for understanding with new
technologies. In International Encyclopedia of Education. https://doi.org/10.1016/B978-0-
08-044894-7.00671-0 | eng |
| dcterms.references | Wright, I. (2002). Challenging Students with the Tools of Critical Thinking. The Social Studies.
https://doi.org/8651716 | eng |
| dcterms.references | Wu, W., & Little, T. D. (2011). Quantitative Research Methods. In Encyclopedia of Adolescence.
https://doi.org/10.1016/B978-0-12-373951-3.00034-X | eng |
| dcterms.references | Yarima CAstaño, C. R. V. cecilia D. J. L. A. G. S. V. I. (2013). Competencias, Estándares
Básicos de en Lenguas Extranjeras: Inglés, El reto! Dinero, 26. Retrieved from
http://www.dinero.com/edicion-impresa/opinion/articulo/el-reto-exportador/182562 | spa |
| dcterms.references | Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The Effect of Graphic Organizer on
Students’ Learning in School Types of Graphic Organizer. Malaysian Journal of
Educational Technology | eng |
| dcterms.references | Zaini, S., Mokhtar, S., & Nawawi, M. (2010). The effect of graphic organizer on student’s
learning in school. Malaysian Journal of Educational Technology. | eng |
| dcterms.references | Zeni, J. (2014). A guide to ethical issues and action research. In Ethics and Research in Inclusive
Education: Values into Practice. https://doi.org/10.4324/9781315018171 | eng |
| dcterms.references | Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled
reading across languages: A psycholinguistic grain size theory. Psychological Bulletin.
https://doi.org/10.1037/0033-2909.131.1.3 | eng |
| thesis.degree.discipline | Departamento de Lenguas y Culturas Extranjeras | es_CO |
| thesis.degree.level | Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
| thesis.degree.name | Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
Exceto quando indicado o contrário, a licença deste item é descrito como Attribution-NonCommercial-NoDerivatives 4.0 International