El trabajo cooperativo como estrategia para fortalecer el proceso lector en los estudiantes
This text shows an analysis of the cooperative work as a strategy to strengthen the reading process in the students who presented a low performance in the internal and external tests in the reading section, the lack of help at home and the apathy to the reading of texts as a routine and little dynam...
- Autores:
-
Pacheco Noriega, Liliana Edith
Sánchez Ramírez, Yomaira Cecilia
- 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:11323/5940
- Acceso en línea:
- http://hdl.handle.net/11323/5940
https://repositorio.cuc.edu.co/
- Palabra clave:
- Didactic sequence
Contextualized cooperative work
Reading process
Secuencia didáctica
Trabajo cooperativo contextualizado
Proceso lector
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | This text shows an analysis of the cooperative work as a strategy to strengthen the reading process in the students who presented a low performance in the internal and external tests in the reading section, the lack of help at home and the apathy to the reading of texts as a routine and little dynamic strategies in the teaching process. Taking into account this information, this research focuses on the design of a didactic sequence to strengthen the reading process of 5th graders through a contextualized cooperative work as a methodological strategy in the last stage of primary school in the Francisco José de Caldas Institution. This research is descriptive with a mixed approach (Qualitative-Quantitative) which details the methodology carried out through the observation, the characterization process and the design of a didactic sequence with a sample of 126 students, 143 parents surveyed and three interviewed teachers of 5th grade and participants of the design of the didactic sequence. The analysis of the information collected in the instruments (the observation guide, design of a sequence, reading characterization, parent survey, teacher interview) showed, as a result, the need to reorganize our pedagogical practice with more participatory methodologies, such as contextualized cooperative work and the design of motivational teaching sequences that strengthen reading comprehension by developing reading levels beyond basic knowledge, such as inferential and critical. |
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