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Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension
Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura
Keywords:
Foreign language teaching, reading comprehension, directed reading-thinking approach, thinking skills, reading strategies (en)Enseñanza de lenguas extranjeras, comprensión de lectura, lectura dirigida hacia el pensamiento, habilidades de pensamiento, estrategias de lectura (es)
This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed included participants' perceptions of the usefulness of the strategies and students' work on the graphic organizers and reading worksheets. Findings showed that participants thought that the strategies and an interactive reading task improved reading comprehension. The majority of students used English to answer knowledge, comprehension and a good number of application questions. The answers to the application questions provided by the less proficient students were, despite their use of Spanish, unclear.
Se reporta un proyecto de investigación acción que examinó la comprensión de lectura en lengua extranjera de estudiantes de grado octavo de un colegio público, quienes vivenciaron un enfoque de lectura dirigida hacia el pensamiento, con estrategias para la comprensión y la aplicación. Se utilizaron las estrategias de predicción, conocimiento previo, organizadores gráficos y preguntas. El análisis de datos incluyó las percepciones de los participantes sobre la utilidad de las estrategias y el trabajo de los estudiantes en organizadores gráficos y en talleres de lectura. Los resultados mostraron que los participantes consideraron que las estrategias y una actividad de lectura interactiva permitieron mejorar la comprensión de lectura. La mayoría de los estudiantes usaron el inglés para responder a preguntas de conocimiento, comprensión y un buen número de preguntas de aplicación.
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Copyright (c) 2010 Luz Marina Echeverri Acosta, Maria McNulty Ferri
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