Efecto de la estrategia metacognitiva TWA (think before reading, think while reading, think after reading) en el fortalecimiento de la lectura crítica
The purpose of this research was to analyze the effect of the TWA metacognitive strategy (think before reading, twa (think while reading, think after reading) on the development of reading competences. Critical in the 9th grade students of the Deutsche Schule - Colegio Alemán de Barranquilla The met...
- Autores:
-
Rueda Villanova, Lizbana
Gutiérrez Torres, Yeinis Paola
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5222
- Acceso en línea:
- https://hdl.handle.net/11323/5222
https://repositorio.cuc.edu.co/
- Palabra clave:
- Niveles de lectura
Metacognición
Lectura Crítica
Reading levels
Metacognition
Reading
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The purpose of this research was to analyze the effect of the TWA metacognitive strategy (think before reading, twa (think while reading, think after reading) on the development of reading competences. Critical in the 9th grade students of the Deutsche Schule - Colegio Alemán de Barranquilla The methodology used in this research process was carried out under parameters of the empiricist epistemological approach, with a positivist paradigm and quasi-experimental design.The population studied was made up of 40 students, of which 22 belong to the group experimental and 18 control group, with a non-probabilistic sampling For the collection of the information an instrument was designed and validated to measure the competences according to the critical reading levels that the students of the sample were, which allowed to identify in learners the level of reading competence, before applying the TWA metacognitive strategy, then eight intervention workshops were designed with the Metacognitive strategy, in order to strengthen each of the reading levels and take students to a critical level. After the implementation the data collection is done again to validate the effectiveness of the strategy on the development of Critical Reading. According to the analysis of the information, we accept the hypothesis that there is an incidence of the Metacognitive TWA strategy that improves the levels of Critical Reading in the 9th students of the German School of Barranquilla when compared with the control group. |
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