Mostrar el registro sencillo del ítem

Developing Reading Strategies to Foster Autonomy

dc.contributor.advisorMendieta, Jenny
dc.contributor.authorCorrea Morales, Elizabeth
dc.date.accessioned2013-12-13T16:20:35Z
dc.date.available2013-12-13T16:20:35Z
dc.date.created2013
dc.date.issued2013-12-13
dc.identifier.citationAmes, C. (1990). Motivation: What Teachers Need to Know. Teachers College Record 91, 3 (Spring 1990): 409-21
dc.identifier.citationAnderson, N. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal. Vol. 75.
dc.identifier.citationAriza, A. (2004). EFL undergraduate students' understanding of autonomy and their reflection in their learning process. Universidad Distrital Francisco José de Caldas. Unpublished Master's thesis
dc.identifier.citationBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
dc.identifier.citationBandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148
dc.identifier.citationBenson, P. (2001). Teaching and researching autonomy in language learning. Harlow. Longman.
dc.identifier.citationBenson,P., & Voller, P (1997). Introduction: autonomy and independence in language learning. Harlow, Essex: Addison Wesley Longman.
dc.identifier.citationBoud, D. (1988). Introduction to the second edition in Boud, D (Ed) Developing student autonomy in learning (7-16). London: Kogan Page
dc.identifier.citationBroussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
dc.identifier.citationBrown, D. (1994) Teaching by principles: an interactive approach to language pedagogy. Upper Saddle River, Prentice Hall Regents.
dc.identifier.citationBrown,D., & Briggs,L. (1989). Success in Reading: Four characteristics of strategic readers. Texas: Reading Horizons
dc.identifier.citationBurns, A. (2010). Doing Action Research in English language teaching. NY: Routledge.
dc.identifier.citationCambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry.
dc.identifier.citationCarr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes, Falmer
dc.identifier.citationCarrell, P. (1998). Can reading strategies be successfully taught. Retrieved, June, 26, 2006, from http: / / www.jalt-publications.org/ tlt/ files/ 98/ m ar/ carrell.html
dc.identifier.citationChamot,A. (1999). The Learning Strategies Handbook. Pearson Education ESL.
dc.identifier.citationChamot, A., & O’Malley, J. (1996). The cognitive academic language learning approach: A model for linguistically diverse classrooms. Elementary School Journal Vol. 96 No. 3. The University of Chicago Press.
dc.identifier.citationCommander, N. E., & Stanwyck, D. J. (1997). Illusion of knowing in adult readers: Effects of reading skill and passage length. Contemporary Educational Psychology, 22, 39–52.
dc.identifier.citationCohen,L, Manion,L & Morrison, K.(2007). Research Methods in Education. USA: Taylor & Francis.
dc.identifier.citationCorey, S. M. 1953. Action research to improve school practices. New York: Teachers College Press
dc.identifier.citationCortes,M., & Sanchez,D. (2005) Profiles of autonomy in the field of foreign languages. Profile issues in teachers’ professional development. Profile No. 6
dc.identifier.citationCreswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-131.
dc.identifier.citationDeci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
dc.identifier.citationDeci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
dc.identifier.citationDiener, R. and Crandall, R. (1978) Ethics in Social and Behavioural research. Chicago: University of Chicago Press
dc.identifier.citationDickinson, L. (1992). Learner autonomy 2: learning training for language learning. Dublin: Authentik
dc.identifier.citationDickinson, L. (1995). Autonomy and Motivation: A literature review. System, Vol. 23
dc.identifier.citationDornyei,Z. (2001). Teaching and Researching Motivation. Pearson Education Limited. England
dc.identifier.citationDornyei, Z. (2010). Questionnaires in second language research. Construction, administration and Processing. United Kingdom: Taylor & Francis
dc.identifier.citationDuke, N.K. & Pearson, D. (2002). Effective Practices for Developing Reading Comprehension. Newark, DE: International Reading Association.
dc.identifier.citationEisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York, NY: Macmillan Publishing Company.
dc.identifier.citationFerrance,E.(2000). Action Research. U.S.A: Brown University
dc.identifier.citationForget,M., & Bottoms,G. (2000). Academic and vocational teachers can improve the reading achievement of male career-bound students. Southern Regional Education Board, Atlanta
dc.identifier.citationFreire,P. (2006). Pedagogy of The Oppressed, 30th anniversary. New York: Continuum.
dc.identifier.citationGaona, E., Suarez, L., Gonzalez,H. Becomeing an efficient reader: A proposal for a school curriculum. Retrieved from www.revistas.unal.edu.co Profile 2. Pag. 65
dc.identifier.citationGardner, R.C. (1983) Learning another language: A true social psychological experiment. journal of Language and social psychology vol. 2 No. 2,3.4 pages 219-239
dc.identifier.citationGarrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. In Adult Education Quarterly, Fall 97 v 48 n 1.
dc.identifier.citationGlaser, B. (1978). Theoretical Sensitivity. Mill Valley, CA: Sociology Press
dc.identifier.citationGlaser, B. & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
dc.identifier.citationGolafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, Vol 8, No. 4. Toronto, Canada
dc.identifier.citationGrabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
dc.identifier.citationGreece Central School Retrieved from http://www.greece.k12.ny.us/academics.cfm?subpage=930
dc.identifier.citationGuthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. Pearson, & R. Barr (Eds.)
dc.identifier.citationHannan, A. (2007). Questionnaires in Education Research. Faculty of Education, University of Plymouth.
dc.identifier.citationHolec, H. (1985). On autonomy: some elementary concepts. In Riley, P. (Ed.), Discourse and learning. (pp. 173-90) London: Longman.
dc.identifier.citationKocak, A. (2003). A Study on learners’ readiness for autonomous learning of English as a Foreign Language. English Language Preparatory school at Baskent University: Turkey
dc.identifier.citationKohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Boston: Houghton Mifflin.
dc.identifier.citationLawrence, L. (2007). Cognitive and metacognitive reading strategies revisited: implications for instruction. The reading matrix. Vol. 7, No. 3.
dc.identifier.citationLepper, M (1988) Motivational Considerations in the Study of Instruction." Cognition and Instructions”. Cognition Instruct, Vol. 5 No. 4
dc.identifier.citationLewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues. Vol. 2, Issue 4.
dc.identifier.citationLittle, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23(2), 175-82.104
dc.identifier.citationLittle, D. & Dam, L. (1998) Learner autonomy: what and why? The Language Teacher Online 22.10.
dc.identifier.citationLowman, J. (1984) Mastering the Techniques of Teaching. San Francisco: Jossey-Bass.
dc.identifier.citationLucas, A. F. (1990) Using Psychological Models to Understand Student Motivation. New Directions for teaching and learning. Vol 1990. Issue 42.
dc.identifier.citationMcCafferty, J. B. (1981). Self-Access Problems and Proposals. London: The British Council
dc.identifier.citationMcNamara, D. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.
dc.identifier.citationMcNiff, J. (2002). Action research: principles and practice. Second Edition. London and New York.
dc.identifier.citationMeltzer, J. (2001). Supporting adolescent literacy across the content areas: Perspectives on policy and practice . Brown University, The Education Alliance. Richmond
dc.identifier.citationMurphe,T., & Jacobs, G.M. (2000). Encouraging Critical Collaborative Autonomy. JALT Journal, 22 (2).
dc.identifier.citationNaizhao,G., Yanling,Z. (n.d) An empirical investigation of Leaner Autonomy in some EFL classes in China. Shanxi University of Finance and Economics.
dc.identifier.citationNoels, K. A. (1997). Motivation and language learning: Linking teachers’ interpersonal style with students’ intrinsic and extrinsic motivation. Annual Convention of the Canadian Psychological Association, Toronto, Canada.
dc.identifier.citationNorton,L. (2009). Action Research in Teaching & Learning. USA: Taylor & Francis
dc.identifier.citationNunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill
dc.identifier.citationNunan, D. (1997) Designing and adapting materials to encourage learner autonomy' in Benson, Phil & Voller, Peter, eds. (1997) Autonomy and Independence in Language Learning. London: Longman
dc.identifier.citationNuttall, Ch. (1982). Teaching reading skills in a foreign language (1^st ed.). Oxford: Heinemann.
dc.identifier.citationO'Donoghue, T., & Punch K. (2003). Qualitative Educational Research in Action: Doing and Reflecting. Routledge.
dc.identifier.citationOja,S. & Smulyan,L.(1989). Collaborative Action Research: a developmental approach. U.S.A: Falmer Press
dc.identifier.citationOldfather, P., & McLaughlin, H.J. (1993). Gaining and losing voice: A longitudinal study of students’ continuing impulse to learn across elementary and middle school contexts. Research in Middle Level Education, 3, 1-25.
dc.identifier.citationParis, S.G; Wasik, B.A & Turner, J.C. (1991). The development of strategic readers. Pearson (Eds.), Handbook of reading research. Vol. 2. White Plains, NY: Longman.
dc.identifier.citationPatton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
dc.identifier.citationPEI Institutional Educational Project from Colegio Italiano Leonardo Da Vinci
dc.identifier.citationPerdomo,M (2001). An approach to making students autonomous readers of the English language. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11352/12017
dc.identifier.citationRapoport, R. (1970) Three Dilemmas of Action Research. Human Relations, Vol. 23 N.6.
dc.identifier.citationRobb, T. N. & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 1-9.
dc.identifier.citationScharle,A., & Szabó,A. (2000). Learner Autonomy. A guide to developing learner responsibility. Cambridge University Press
dc.identifier.citationSchlechty, P. (1994). Increasing student engagement . Missouri Leadership Academy.
dc.identifier.citationShen, M., & Huang, Y. (2007). Collaborative Action Research for reading strategy instruction: A case in Taiwan. Electronic journal of foreign language teaching. Vol. 4, N. 1
dc.identifier.citationSmith,M.(2001). Kurt Lewin: groups, experiential learning and action research Retrieved from: http://www.infed.org/thinkers/et-lewin.htm
dc.identifier.citationStamp, G. H. (1999). A qualitatively constructed interpersonal communication model: A grounded theory analysis. Human Communication Research, 25(4), 531-547.
dc.identifier.citationStrauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage Publications.
dc.identifier.citationStrauss, A. & Corbin, J. (1994). Grounded Theory methodology: An overview, In: Handbook of Qualitative Research. Denzin, N., K. and Lincoln, Y.,S., Eds. Sage Publications, London, 1-18.
dc.identifier.citationStrong,R; Harvey,F. & Robinson, A (2002) What do students want? (and what really motivates them). USA: EBSCO publishing
dc.identifier.citationTovani,C. (2000). I read it, but I don’t get it. Comprehension strategies for adolescent Readers. Stenhouse Publishers.
dc.identifier.citationUshioda, E. (1996). Developing a dynamic concept of motivation. Language, Education and Society in a Changing World (239-245). Clevedon: Multilingual matters.
dc.identifier.citationVoller, P. (1997). Does the teacher have a role in autonomous learning? London: Addison Wesley Longman
dc.identifier.citationWalker, C.J. & Symons, C. (1997). The meaning of human motivation. Baltimore: John Hopkins University Press.
dc.identifier.citationWatkins, M., & Coffey, Y. (2004). Reading Motivation: Multidimensional and indeterminate. Journal of Educational Psychology. Vol 96.
dc.identifier.citationWhite,C.(2008).Language Learning Strategies in Independent Language Learning. England: Multilingual Matters
dc.identifier.citationWinter, R (1996). Some Principles and Procedures for the Conduct of Action Research. New Directions in Action Research. Ed. Ortrun Zuber-Skerritt. London: Falmer Press
dc.identifier.citationWilliam, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
dc.identifier.citationXiaoxia, Q. (2005). Helping EFL learners become autonomous readers: Self-access through metacognition. China: Zhejiang Gongshang University
dc.identifier.citation
dc.identifier.citationYoungman,M.(1978). Designing Questionnaires. School of Education, University of Nottingham
dc.identifier.urihttp://hdl.handle.net/10818/9276
dc.description114 Páginas.
dc.description.abstractEl objetivo fue determinar como la aplicación de estrategias de lectura podría influenciar el desarrollo de la autonomía de los estudiantes. Este proyecto fue implementado en el Colegio Italiano Leonardo Da Vinci, colegio privado-bilingüe en Bogotá, Colombia; en un grupo conformado por diecinueve estudiantes de noveno grado, entre los 15 y 16 años. El investigador implementó tres estrategias de lectura con el fin de ayudar a los estudiantes a ser autónomos, estas estrategias fueron seleccionadas ya que podrían tener un rol positivo en los procesos académicos de los estudiantes. El estudio reveló que el aprendizaje y desarrollo de estrategias de lectura generó altos niveles de motivación considerando que ellos reconocieron que las cosas aprendidas podrían ayudarlos a ser más autónomos.es_CO
dc.language.isospaes_CO
dc.publisherUniversidad de la Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectEnseñanza del ingles -- Colombia
dc.subjectLectura -- Enseñanza básica -- Ingles
dc.subjectLectura -- Ingles
dc.titleDeveloping Reading Strategies to Foster Autonomyes_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local255639
dc.identifier.localTE06029
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


Ficheros en el ítem

Thumbnail
Nombre:
Elizabeth Correa Morales (TESI ...
Tamaño:
653.6Kb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem