Developing independent reading in young learners through a top-down approach
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Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio pretende explorar las percepciones de los alumnos y profesores provenientes de tres contextos socioeconómicos diferentes (privado, subvencionado y público) con respecto al uso de un enfoque descendente para desarrollar lectura independiente en los alumnos. Una muestra de 63 estudiantes participaron en sesiones de comprensión lectora siguiendo 4 etapas: lectura en voz alta, práctica controlada, práctica guiada y lectura independiente. Antes de la intervención, 15 alumnos fueron entrevistados para obtener sus percepciones sobre la lectura en inglés y después de la intervención, se llevó a cabo un grupo focal con la totalidad de alumnos para recabar sus percepciones sobre la efectividad de la intervención. Finalmente, 7 profesores fueron entrevistados para obtener sus opiniones de las características de los estudiantes y de la comprensión lectora como proceso de aprendizaje. Los datos recolectados a través de los instrumentos fueron analizados a través de la Teoría Fundamentada. Los resultados muestran que los profesores consideran la comprensión lectora y especialmente la lectura independiente, como una habilidad esencial para la vida y como un eje transversal del aprendizaje. Además, los estudiantes mostraron una recepción positiva al proceso siempre cuando el contexto estuviera claramente establecido y el nivel de las actividades fueran acordes a su nivel de desempeño. Un estudio más profundo y amplio es necesario para obtener mayor información respecto al desarrollo de la lectura independiente en diferentes contextos socio-económicos de aprendizaje.
This study explores the perceptions of teachers and students from three different socio economic realities (private, subsidized and public) regarding the use of a top-down approach aiming at independent reading. A sample of 63 students participated in the development of reading comprehension sessions, following 4 stages: reading aloud, controlled practice, guided practice, and independent activity. Furthermore, 15 students were interviewed before the intervention to elicit their perceptions about reading in English, and a focus group was held after the intervention to consider their opinions regarding the effectiveness of the process. Finally, 7 teachers were interviewed to elicit their perceptions of students’ characteristics and reading comprehension as a learning process. The data gathered from the instruments were analyzed by means of a codification process. Main findings show that teachers consider reading comprehension, especially independent reading, as an essential ability for life and a cross curricular axis for learning. Moreover, students showed an affirmative reception to the process as long as the context was clearly set and the difficulty of the activities was well adapted to their level of proficiency in the language. A more in depth and extended study is advised to obtain more insight into the effectiveness of the development of reading comprehension independency in different socio economic contexts of language learning.
This study explores the perceptions of teachers and students from three different socio economic realities (private, subsidized and public) regarding the use of a top-down approach aiming at independent reading. A sample of 63 students participated in the development of reading comprehension sessions, following 4 stages: reading aloud, controlled practice, guided practice, and independent activity. Furthermore, 15 students were interviewed before the intervention to elicit their perceptions about reading in English, and a focus group was held after the intervention to consider their opinions regarding the effectiveness of the process. Finally, 7 teachers were interviewed to elicit their perceptions of students’ characteristics and reading comprehension as a learning process. The data gathered from the instruments were analyzed by means of a codification process. Main findings show that teachers consider reading comprehension, especially independent reading, as an essential ability for life and a cross curricular axis for learning. Moreover, students showed an affirmative reception to the process as long as the context was clearly set and the difficulty of the activities was well adapted to their level of proficiency in the language. A more in depth and extended study is advised to obtain more insight into the effectiveness of the development of reading comprehension independency in different socio economic contexts of language learning.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Enseñanza del Inglés (Aspectos Sociales), Comprensión de Lectura, Enseñanza Básica, Metodología