Strengthening Fifth Cycle Students’ Reading Comprehension Levels in English at República Federal de Alemania School

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dc.contributor.advisorCuesta Alfaro, Jonathan
dc.contributor.authorSalazar Tafur, Lissette Nathaly
dc.coverage.spatialBogotáspa
dc.creator.emaillissetten-salazart@unilibre.edu.cospa
dc.date.accessioned2023-09-20T14:55:36Z
dc.date.available2023-09-20T14:55:36Z
dc.date.created2023-09-18
dc.description.abstractEl objetivo principal de esta investigación fue determinar el efecto de la implementación de las “secuencias de lectura” en los niveles de comprensión de lectura de los estudiantes de ciclo 5. A través de los años y en diferentes contextos el fenómeno de la comprensión de lectura ha sido estudiado y diferentes estrategias han sido implementadas para alcanzar un proceso de comprensión de lectura efectivo. Uno de los autores más importantes durante esta investigación es Jeremy Harmer (2007,2015), quien desarrollo la estrategia denominada secuencias de lectura. Esta estrategia fue seleccionada porque es posible acercarse a diferentes debilidades en la lectura al mismo tiempo y desarrollar diferentes tareas de lectura dependiendo del propósito de la lección y el nivel de comprensión de lectura que está siendo trabajado. Es un estudio de investigación mixto, teniendo en cuenta la investigación acción y el paradigma post-positivista. En esta investigación se trabajaron los tres niveles de comprensión de lectura los cuales fueron desarrollados durante la implementación en un total de 18 sesiones con los estudiantes aparte de las sesiones de evaluación requeridas para medir el progreso de los alumnos.spa
dc.description.abstractenglishThe main objective of this research was to determine the effect of the implementation of Reading Lesson Sequences on fifth-cycle students’ reading comprehension levels in English. Over the years and in different contexts reading comprehension phenomena had been studied, and different strategies had been implemented to achieve an effective reading comprehension process. One of the most important references to this project belongs to the author Jeremy Harmer (2007,2015) who developed the reading comprehension strategy called Reading lesson sequences. This strategy was selected because it is possible to approach different “reading weaknesses” at the same time, and to develop different reading tasks depending on the purpose of the lesson and the reading comprehension level that would be “tackled”. The research methodology tracks the following path: mixed research, post-positive paradigm, and action research design. In the current project, the three reading comprehension levels were evaluated, and two reading lesson sequences were implemented on each level, this means that six sequences were applied, and the intervention had a total amount of 18 sessions, apart from the sessions that were used to implement evaluation instruments to check students’ progress.spa
dc.description.sponsorshipUniversidad Libre- Facultad de Educación- Maestría en Educación con énfasis en didáctica de las lenguas extranjerasspa
dc.formatPDFspa
dc.identifier.urihttps://hdl.handle.net/10901/26580
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dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.subjectComprensión de lectura, niveles de comprensión de lectura, secuencias de lectura.spa
dc.subject.subjectenglishReading comprehension, reading comprehension levels, reading lesson sequences.spa
dc.titleStrengthening Fifth Cycle Students’ Reading Comprehension Levels in English at República Federal de Alemania Schoolspa
dc.title.alternativeFortalecer los Niveles de Comprensión de Lectura en Inglés de los estudiantes de Ciclo 5 en el Colegio República Federal de Alemaniaspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.localTesis de Maestríaspa

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Maestría en Educación con énfasis en Didáctica de las Lenguas Extranjeras