Analyzing secondary students perception regarding to the use of reading comprehension strategies through the interactive model

Abstract

Su proyecto de investigación se ocupa de la cuestión de la comprensión lectora y cómo se puede fomentar a través del modelo Interactivo en una muestra poblacional de alumnos de séptimo grado en la escuela Simón Bolívar donde se encontró mediante una prueba diagnóstica que la habilidad más débil presentada por estos estudiantes fue la competencia lectora. Para alcanzar este objetivo, se revisaron los estudios internacionales, nacionales y locales sobre el tema de la comprensión de lectura y el modelo Interactivo. Basándose en las teorías de las estrategias de lectura propuestas por Tanner & Green (1998) y el modelo interactivo de Anderson, (2006) se construyó una perspectiva teórica.

In the first chapter of this research, I present the description of the research problem, the research question and the objectives. The research question and objectives also make part of this chapter. The second chapter of this study aims to justify what is the relevance of this study in the context where it was developed. In the third chapter, I present the state of the art. Previous international, national and institutional studies that have dealt with the topic of the English Reading comprehension strategies and the interactive model are studied. The fourth chapter deals with the theoretical framework, in order to build up a theoretical perspective, the reading comprehension strategies stated by Tanner & Green, (1998) and the Interactive reading model are analyzed.

The fifth chapter describes the type of research that is going to be carried out and the kind of approach used. For the first one, it is a qualitative research, taking into account the principles by Johnson & Christenssen (2010). As for the type of method, this research is going to follow the principles of a case study following the Yin, R (1998) model. In the fifth chapter the reader can find the instrument design where I show how I implemented six didactic units to the learners. The sixth chapter presents categories and subcategories emerged supported by the outcomed found out during the triangulation process. Chapter seventh refers to further pedagogical implications and the last chapeter eighth presents the research conclusions.