Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension

100 Páginas.

Autores:: Blanco Sarmiento, Elisabeth

Tipo de recurso:

Fecha de publicación:: 2014

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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dc.title.es_CO.fl_str_mv	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
title	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
spellingShingle	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Inglés -- Enseñanza Inglés básico -- Enseñanza Inglés comercial -- Enseñanza
title_short	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
title_full	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
title_fullStr	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
title_full_unstemmed	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
title_sort	Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension
dc.creator.fl_str_mv	Blanco Sarmiento, Elisabeth
author	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role	author
dc.contributor.advisor.none.fl_str_mv	Jiménez, Sonia Stella
dc.contributor.author.none.fl_str_mv	Blanco Sarmiento, Elisabeth
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.none.fl_str_mv	Inglés -- Enseñanza Inglés básico -- Enseñanza Inglés comercial -- Enseñanza
topic	Inglés -- Enseñanza Inglés básico -- Enseñanza Inglés comercial -- Enseñanza
description	100 Páginas.
publishDate	2014
dc.date.accessioned.none.fl_str_mv	2014-06-03T14:48:26Z
dc.date.available.none.fl_str_mv	2014-06-03T14:48:26Z
dc.date.created.none.fl_str_mv	2014
dc.date.issued.none.fl_str_mv	2014-06-03
dc.type.none.fl_str_mv	masterThesis
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv	Tesis de maestría
dc.type.hasVersion.none.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Aguirre, J. & Ramos, B. (2008).Guidance in Reading Strategies: A First Step towards Autonomous Learning in a Semi-Distance Education Program. PROFILE, Issues in Teachers’ Professional Development, 11(1), 41-56. Alderson,Ch. (1984) Reading in a Foreign Language.LogmanGroup. Alderson, Ch. (1995) Assessing Reading..LongmanGroup. Atorresi, A. (2009). Aportes para la enseñanza de la lectura, SERCE Segundo Estudio Regional Comparativo y Explicativo.Chile: UNESCO. Auerbach, C. F. (2003). Qualitative Data : An Introduction to Coding and Analysis. New York : NYU press. Bintiansawi, B. (2001). School-based Research Part 1 – Writing a Proposal. Retrieved from http://www.scribd.com/doc/7605428/MyProposal2 Blachowicz, C. & Fisher, J (2009). Vocabulary in All Classrooms, 4th Edition.Allyn& Bacon Bloom, B. (1971). Taxonomía de los Objetivos de la Educación. Buenos Aires: El Ateneo Editorial Bogoya, A. (2011). Electronic Document Format (ISO). Fostering Fifth Graders' Reading Comprehension through the use of Intensive Reading in Physical Science.Colomb. Appl. Linguist. J. [online]. 2011, vol.13, n.1 [cited 2014-02-04], pp. 39-57 . Retrieved from: <http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412011000100004&lng=en&nrm=iso>.ISSN 0123-4641. Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. White Plains, NY: Pearson Education. Brown, H. D.& Gonzo T. S (1995).Reading on Second Language Acquisition . Prentice Hall Regence Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching.New York: Routledge. Caine, R. & Caine, G. (1991) “Making Connections: Teaching and the Human Brain. Banta Company Calderon, S.,&Carvajal, L.& Guerrero A (2007). How to Improve Sixth Graders’ Reading Comprehension through the Skimming Technique.PROFILE, Issues in Teachers’ Professional Development, 8(1), 25-39. Càrdenas, M.L (2006) Bilingual Colombia. Are we ready for it? What is needed? Proceedings on the 19th Annual English Australia Educator Conference, Perth, Australia. Retrieved from http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_c07 _07&Lev2=c06_carde Carrell, P.L., Devine, J. and Eskey, D. E. (es) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. Carrel, P. L., & Eisterhold, J. C. Schema Theory and ESL Reading Pedagogy. Tesol Quarterly, 17, 26-46. Retrieved September 2, 2011, from http://www.jstor.org/stable/3586613 Carrell, P.L.(1983) Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a foreign Language, 1(2), 81-92. Cely, R.M. (2007, November 12). Una Colombia bilingüe.Eleducador.Retrievedfrom http://www.eleducador.com/col/contenido/contenido.aspx?catID=107&conID=205 Clavijo, A. (2004) “Teachers Acting Critically upon the curriculum: Innovations that Transform Teeaching.” Ikala, revista de lenguaje y cultura. Vol 9 No. 15 Condemarín, M. “Evaluación de la Comprensión Lectora”. Lectura y Vida 2.2 1981: 5- 16.Printed Chapman, C. & King, R. Differentiated Instructional Strategies for Reading in the Content Areas. (2003). Thousand Oaks, CA: Corwin Press. Chatal, R. (2001).Diagnostic and Instructional Uses of the Cloze Procedure.The Nera Journal, 37 (1), 3-6 Corbin, J. & Strauss, A. (2008).Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc, 3rd edition. Coyle, D. (2005). Planning Tools for Teachers. Retrieved from http://www.slideshare.net/gorettiblanch/theoretical-clil-framework Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. United Kingdom: Cambridge University Press. Denscombe, Martyn. (2007) Good Research Guide. Buckingham, GBR: Open University Press, 2007. Díaz, S&Laguado, J. Improving Reading Skills Through Skimming and Scanning Techniques in a Public School.Open. Writ.Doors.J. ISSN 2322-9187 • January-June 2013. Vol. 10 • Number 1 • Pamplona,. Colombia. PDF Version Echeverry, L. & McNulty, M. (2010).Reading Strategies to Develop Higher Thinking skills for Reading Comprehension. Profile, Issues in Teachers’ Professional Development, Eskey, D. (2005). Reading in Second Language In Handbook of Research in Second Language Teaching and Learning.Ed. Hinkel. Forehand, M. (2005). Bloom's taxonomy: Original and revised.In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt Freeman, D. (2000). Doing Teacher-Research: from Inquiry to Understanding. New York: Heinle and Heinle publishers Graddol, D. (1997). The future of English?. The English Company . UK. Ltd. Gagné, E. D. (1985). La Psicología Cognitiva del Aprendizaje Escolar. Traducción de Paloma Linares. Madrid: Visor Distribuciones, S.A. Goodman, Kenneth. (1996) La lectura, la escritura y los textos escritos: una perspectiva transaccional sociopsicolingüística. RevistaTextos en contexto II (1996): 9 - 68. Printed. Grabe, W., &Stoller, F.L. .(1997) Teaching and Researching Reading.Applied Linguistics in Action Series.Edited by Christopher N. Candlin& David R. Hall Grabe, W. (1988) “Reassessing the Term “Interactive”, in Carrell, P.L., Devine, J. and Eskey, D. E. (es) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. Hall, M. & Austin, T. (2004).Content-Based Second Language Teaching and Learning.United States: Pearson Education, Inc. Hedgcock, J. & Ferris, D. (2009).Teaching Readers of English.New York: Routledge. Hinchey, P. (1996) Why Kids Say They Don`t Do Homework.The clearing House.Vol.69, No. 4 (Mar-Apr, 1996), pp 242-245. Taylor & Francis, Ltd.Retrieved Fromhttp://www.jstor.org/pss/30189173 Jimenez, S., Luna, M. &Marin, M. (1996). Action Research Guide.COFE Series. Lankshear, C. &Knobel, M. (2004). Teacher Research: from Design to Implementation. New York: Open University Press. Lankshear, C. &Knobel, M. (2007).A Handbook for Teacher Research: from Design to Implementation. New York: Open University Press. Malarcher C et al. (2009) Reading for the Real world. Compass Publishing. Mehisto, P., Marsh, D., &Frigols, M. (2008).Uncovering CLIL. China: Macmillan Publishers Limited Mills, G. (1999). Action Research: A guide for the Teacher Researcher. Prentice Ministerio de Educación Nacional, Educación. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés, (cvn-1665). Bogota,DC Moreno, J. (2013).Encouraging Ninth Graders to improve their Reading Comprehension and Become self-Directed through Doing Reading Task Based on Authentic Text and Applying Reading Strategies. Retrieved from http://hdl.handle.net/10818/8297 Muir, P. (2007). Action Research in the scholarship of L & T. Retrieved from http://emedia.rmit.edu.au/edjournal/?q=node/280 Nation, P. (2004). Vocabulary Reading and Intensive Reading.EA Journal (21) 2: 20 – 29. Nutall, C. (1996). Teaching Reading Skills in a Foreign Language.Great Britain: Heineman. Reutzel, R. &Cooter, R. (2005).Excerpt from The Essentials of Teaching Children to Read: Bottom-Up Theories of the Reading Process. Retrieved fromhttp://www.education.com/reference/article/bottom-up-theories-reading-process/ Romero, M. (2013). Improving the reading comprehension of low proficiency students. Retrieved from http://hdl.handle.net/10818/8240 Roseberry, R. & Weinstock, R. (1992).Reading, Etc.An integrated skills Text.Prentice Hall Regents. Sadeghi, K. “Measuring Reading Comprehension: The Judgmental Validity of Cloze Procedure”. International Journal of American Linguistics 11.2 (2008): 115 – 130. PDF Version Stanfield, Ch.W. (1972) The teaching of English in Colombian public secondary school (pdf), Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearc h_SearchValue_0=ED084932&ERICExtSearch_SearchType_0=no&accno=ED084932 Stot, N. (2001) . Helping ESL Students Become Better Readers. The Internet TESL Journal, Vol. VII, No. 11, November 2001 Retrieved from http://iteslj.org/ Sagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD. Sagor, R. (2005). The Action Research Guidebook. Thousand Oaks, CA: Corwin Press. Sejnost, R. (2007). Reading and Writing across Content Areas. Thousand Oaks, CA: Corwin Press. Tananuraksakul,N. (2010). An Exploration of English as the Medium and the Message in the “Global Village”: A Case Study. International Journal of Communication Vol. 4, 2010, p.914-931 Retrieved from http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:13280 Tracey, D. & Mandel, L. (2006).Lenses on reading. New York, NY: The Guilford Press. Ulit, E. et al (1995). Teaching the Elementary School Subjects.Manila: Rex Book Store. Valencia Giraldo, S (2006).Literacy practices, text and talks around text: English Language teaching developments in Colombia. In Colombian Applied Linguistics journal, no. 8. Colombia. Univesidad Distrital Wallace, Catherine. (2006). Reading. Oxford University Press. Wallace, Michael J. (2006) Action Research for Language Teachers. Cambridge University Press. Wells, J. (2008). Trying to meet the demands of English in a global market.A critical discussion of the national bilingual programme in Colombia. International Education Studies, 1(1), Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/view/939/919 Young, E. (2005) The Language Of Science, The Language of Students: Bridging The Gap with Engaged Learning Vocabulary Strategies. Science Activities; 42, 2; ProQuest Education Journals.
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dc.identifier.local.none.fl_str_mv	259375 TE06506
identifier_str_mv	Aguirre, J. & Ramos, B. (2008).Guidance in Reading Strategies: A First Step towards Autonomous Learning in a Semi-Distance Education Program. PROFILE, Issues in Teachers’ Professional Development, 11(1), 41-56. Alderson,Ch. (1984) Reading in a Foreign Language.LogmanGroup. Alderson, Ch. (1995) Assessing Reading..LongmanGroup. Atorresi, A. (2009). Aportes para la enseñanza de la lectura, SERCE Segundo Estudio Regional Comparativo y Explicativo.Chile: UNESCO. Auerbach, C. F. (2003). Qualitative Data : An Introduction to Coding and Analysis. New York : NYU press. Bintiansawi, B. (2001). School-based Research Part 1 – Writing a Proposal. Retrieved from http://www.scribd.com/doc/7605428/MyProposal2 Blachowicz, C. & Fisher, J (2009). Vocabulary in All Classrooms, 4th Edition.Allyn& Bacon Bloom, B. (1971). Taxonomía de los Objetivos de la Educación. Buenos Aires: El Ateneo Editorial Bogoya, A. (2011). Electronic Document Format (ISO). Fostering Fifth Graders' Reading Comprehension through the use of Intensive Reading in Physical Science.Colomb. Appl. Linguist. J. [online]. 2011, vol.13, n.1 [cited 2014-02-04], pp. 39-57 . Retrieved from: <http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412011000100004&lng=en&nrm=iso>.ISSN 0123-4641. Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. White Plains, NY: Pearson Education. Brown, H. D.& Gonzo T. S (1995).Reading on Second Language Acquisition . Prentice Hall Regence Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching.New York: Routledge. Caine, R. & Caine, G. (1991) “Making Connections: Teaching and the Human Brain. Banta Company Calderon, S.,&Carvajal, L.& Guerrero A (2007). How to Improve Sixth Graders’ Reading Comprehension through the Skimming Technique.PROFILE, Issues in Teachers’ Professional Development, 8(1), 25-39. Càrdenas, M.L (2006) Bilingual Colombia. Are we ready for it? What is needed? Proceedings on the 19th Annual English Australia Educator Conference, Perth, Australia. Retrieved from http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_c07 _07&Lev2=c06_carde Carrell, P.L., Devine, J. and Eskey, D. E. (es) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. Carrel, P. L., & Eisterhold, J. C. Schema Theory and ESL Reading Pedagogy. Tesol Quarterly, 17, 26-46. Retrieved September 2, 2011, from http://www.jstor.org/stable/3586613 Carrell, P.L.(1983) Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a foreign Language, 1(2), 81-92. Cely, R.M. (2007, November 12). Una Colombia bilingüe.Eleducador.Retrievedfrom http://www.eleducador.com/col/contenido/contenido.aspx?catID=107&conID=205 Clavijo, A. (2004) “Teachers Acting Critically upon the curriculum: Innovations that Transform Teeaching.” Ikala, revista de lenguaje y cultura. Vol 9 No. 15 Condemarín, M. “Evaluación de la Comprensión Lectora”. Lectura y Vida 2.2 1981: 5- 16.Printed Chapman, C. & King, R. Differentiated Instructional Strategies for Reading in the Content Areas. (2003). Thousand Oaks, CA: Corwin Press. Chatal, R. (2001).Diagnostic and Instructional Uses of the Cloze Procedure.The Nera Journal, 37 (1), 3-6 Corbin, J. & Strauss, A. (2008).Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc, 3rd edition. Coyle, D. (2005). Planning Tools for Teachers. Retrieved from http://www.slideshare.net/gorettiblanch/theoretical-clil-framework Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. United Kingdom: Cambridge University Press. Denscombe, Martyn. (2007) Good Research Guide. Buckingham, GBR: Open University Press, 2007. Díaz, S&Laguado, J. Improving Reading Skills Through Skimming and Scanning Techniques in a Public School.Open. Writ.Doors.J. ISSN 2322-9187 • January-June 2013. Vol. 10 • Number 1 • Pamplona,. Colombia. PDF Version Echeverry, L. & McNulty, M. (2010).Reading Strategies to Develop Higher Thinking skills for Reading Comprehension. Profile, Issues in Teachers’ Professional Development, Eskey, D. (2005). Reading in Second Language In Handbook of Research in Second Language Teaching and Learning.Ed. Hinkel. Forehand, M. (2005). Bloom's taxonomy: Original and revised.In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt Freeman, D. (2000). Doing Teacher-Research: from Inquiry to Understanding. New York: Heinle and Heinle publishers Graddol, D. (1997). The future of English?. The English Company . UK. Ltd. Gagné, E. D. (1985). La Psicología Cognitiva del Aprendizaje Escolar. Traducción de Paloma Linares. Madrid: Visor Distribuciones, S.A. Goodman, Kenneth. (1996) La lectura, la escritura y los textos escritos: una perspectiva transaccional sociopsicolingüística. RevistaTextos en contexto II (1996): 9 - 68. Printed. Grabe, W., &Stoller, F.L. .(1997) Teaching and Researching Reading.Applied Linguistics in Action Series.Edited by Christopher N. Candlin& David R. Hall Grabe, W. (1988) “Reassessing the Term “Interactive”, in Carrell, P.L., Devine, J. and Eskey, D. E. (es) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. Hall, M. & Austin, T. (2004).Content-Based Second Language Teaching and Learning.United States: Pearson Education, Inc. Hedgcock, J. & Ferris, D. (2009).Teaching Readers of English.New York: Routledge. Hinchey, P. (1996) Why Kids Say They Don`t Do Homework.The clearing House.Vol.69, No. 4 (Mar-Apr, 1996), pp 242-245. Taylor & Francis, Ltd.Retrieved Fromhttp://www.jstor.org/pss/30189173 Jimenez, S., Luna, M. &Marin, M. (1996). Action Research Guide.COFE Series. Lankshear, C. &Knobel, M. (2004). Teacher Research: from Design to Implementation. New York: Open University Press. Lankshear, C. &Knobel, M. (2007).A Handbook for Teacher Research: from Design to Implementation. New York: Open University Press. Malarcher C et al. (2009) Reading for the Real world. Compass Publishing. Mehisto, P., Marsh, D., &Frigols, M. (2008).Uncovering CLIL. China: Macmillan Publishers Limited Mills, G. (1999). Action Research: A guide for the Teacher Researcher. Prentice Ministerio de Educación Nacional, Educación. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés, (cvn-1665). Bogota,DC Moreno, J. (2013).Encouraging Ninth Graders to improve their Reading Comprehension and Become self-Directed through Doing Reading Task Based on Authentic Text and Applying Reading Strategies. Retrieved from http://hdl.handle.net/10818/8297 Muir, P. (2007). Action Research in the scholarship of L & T. Retrieved from http://emedia.rmit.edu.au/edjournal/?q=node/280 Nation, P. (2004). Vocabulary Reading and Intensive Reading.EA Journal (21) 2: 20 – 29. Nutall, C. (1996). Teaching Reading Skills in a Foreign Language.Great Britain: Heineman. Reutzel, R. &Cooter, R. (2005).Excerpt from The Essentials of Teaching Children to Read: Bottom-Up Theories of the Reading Process. Retrieved fromhttp://www.education.com/reference/article/bottom-up-theories-reading-process/ Romero, M. (2013). Improving the reading comprehension of low proficiency students. Retrieved from http://hdl.handle.net/10818/8240 Roseberry, R. & Weinstock, R. (1992).Reading, Etc.An integrated skills Text.Prentice Hall Regents. Sadeghi, K. “Measuring Reading Comprehension: The Judgmental Validity of Cloze Procedure”. International Journal of American Linguistics 11.2 (2008): 115 – 130. PDF Version Stanfield, Ch.W. (1972) The teaching of English in Colombian public secondary school (pdf), Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearc h_SearchValue_0=ED084932&ERICExtSearch_SearchType_0=no&accno=ED084932 Stot, N. (2001) . Helping ESL Students Become Better Readers. The Internet TESL Journal, Vol. VII, No. 11, November 2001 Retrieved from http://iteslj.org/ Sagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD. Sagor, R. (2005). The Action Research Guidebook. Thousand Oaks, CA: Corwin Press. Sejnost, R. (2007). Reading and Writing across Content Areas. Thousand Oaks, CA: Corwin Press. Tananuraksakul,N. (2010). An Exploration of English as the Medium and the Message in the “Global Village”: A Case Study. International Journal of Communication Vol. 4, 2010, p.914-931 Retrieved from http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:13280 Tracey, D. & Mandel, L. (2006).Lenses on reading. New York, NY: The Guilford Press. Ulit, E. et al (1995). Teaching the Elementary School Subjects.Manila: Rex Book Store. Valencia Giraldo, S (2006).Literacy practices, text and talks around text: English Language teaching developments in Colombia. In Colombian Applied Linguistics journal, no. 8. Colombia. Univesidad Distrital Wallace, Catherine. (2006). Reading. Oxford University Press. Wallace, Michael J. (2006) Action Research for Language Teachers. Cambridge University Press. Wells, J. (2008). Trying to meet the demands of English in a global market.A critical discussion of the national bilingual programme in Colombia. International Education Studies, 1(1), Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/view/939/919 Young, E. (2005) The Language Of Science, The Language of Students: Bridging The Gap with Engaged Learning Vocabulary Strategies. Science Activities; 42, 2; ProQuest Education Journals. 259375 TE06506
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spelling	Jiménez, Sonia StellaBlanco Sarmiento, ElisabethMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2014-06-03T14:48:26Z2014-06-03T14:48:26Z20142014-06-03Aguirre, J. & Ramos, B. (2008).Guidance in Reading Strategies: A First Step towards Autonomous Learning in a Semi-Distance Education Program. PROFILE, Issues in Teachers’ Professional Development, 11(1), 41-56.Alderson,Ch. (1984) Reading in a Foreign Language.LogmanGroup.Alderson, Ch. (1995) Assessing Reading..LongmanGroup.Atorresi, A. (2009). Aportes para la enseñanza de la lectura, SERCE Segundo Estudio Regional Comparativo y Explicativo.Chile: UNESCO.Auerbach, C. F. (2003). Qualitative Data : An Introduction to Coding and Analysis. New York : NYU press.Bintiansawi, B. (2001). School-based Research Part 1 – Writing a Proposal. Retrieved from http://www.scribd.com/doc/7605428/MyProposal2Blachowicz, C. & Fisher, J (2009). Vocabulary in All Classrooms, 4th Edition.Allyn& BaconBloom, B. (1971). Taxonomía de los Objetivos de la Educación. Buenos Aires: El Ateneo EditorialBogoya, A. (2011). Electronic Document Format (ISO). Fostering Fifth Graders' Reading Comprehension through the use of Intensive Reading in Physical Science.Colomb. Appl. Linguist. J. [online]. 2011, vol.13, n.1 [cited 2014-02-04], pp. 39-57 . Retrieved from: <http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412011000100004&lng=en&nrm=iso>.ISSN 0123-4641.Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. White Plains, NY: Pearson Education.Brown, H. D.& Gonzo T. S (1995).Reading on Second Language Acquisition . Prentice Hall RegenceBurns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Burns, A. (2010). Doing Action Research in English Language Teaching.New York: Routledge.Caine, R. & Caine, G. (1991) “Making Connections: Teaching and the Human Brain. 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Science Activities; 42, 2; ProQuest Education Journals.http://hdl.handle.net/10818/10788259375TE06506100 Páginas.“Fostering Reading Comprehension Skills in A1 Students” is a project carried out in a public school in Bogotá with a group of eleventh grade students. Reading comprehension is a key aspect for being successful in academic and professional fields. This project examines the use of intensive reading skills based on cross-curricular topics in order to help students improve their reading comprehension ability. Reading comprehension was analyzed using a mixed method approach. The qualitative analysis was done through students’ surveys, teacher’s journal, and the quantitative analysis through reading tests and students’ artifacts. The analysis showed that students improved their reading comprehension ability especially in the kind of exercises like gap filling, multiple choice and true and false. Conversely, they struggle to find word definitions when there is not a specific context. Additionally they had difficulties answering open questions. Through the research it was identified the necessity of having a reading comprehension program in English during all secondary, beginning in basic secondary. It is not enough to have a strong process only in eleventh grade. Another effect of using intensive reading skills based on crosscurricular topics is that students gained confidence in their reading comprehension process. Moreover, the cross-curricular topics helped them to activate their prior knowledge as well as to infer the meaning of words in a specific context.engUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés -- EnseñanzaInglés básico -- EnseñanzaInglés comercial -- EnseñanzaIntensive reading based on cross curricular topics: A strategy to foster students’ reading comprehensionmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2ORIGINALElisabeth Blanco Sarmiento(TESIS).pdfElisabeth Blanco Sarmiento(TESIS).pdfVer documento en PDFapplication/pdf2988615https://intellectum.unisabana.edu.co/bitstream/10818/10788/1/Elisabeth%20Blanco%20Sarmiento%28TESIS%29.pdf407226ab454d084958796f54a5ae9357MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/10788/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Elisabeth Blanco Sarmiento (Carta).pdfElisabeth Blanco Sarmiento (Carta).pdfapplication/pdf946319https://intellectum.unisabana.edu.co/bitstream/10818/10788/4/Elisabeth%20Blanco%20Sarmiento%20%28Carta%29.pdfba1a49c1ba997f3cdb91584a0399a9d7MD54TEXTElisabeth Blanco Sarmiento(TESIS).pdf.txtElisabeth Blanco Sarmiento(TESIS).pdf.txtExtracted Texttext/plain101https://intellectum.unisabana.edu.co/bitstream/10818/10788/3/Elisabeth%20Blanco%20Sarmiento%28TESIS%29.pdf.txtf0f8a7557cd66c41cb6e7444eb0e5db0MD5310818/10788oai:intellectum.unisabana.edu.co:10818/107882021-07-12 16:25:15.165Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Intensive reading based on cross curricular topics: A strategy to foster students’ reading comprehension

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