The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners

131 Páginas.

Autores:: Rojas Perdomo, Adriana del Pilar

Tipo de recurso:

Fecha de publicación:: 2013

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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dc.title.es_CO.fl_str_mv	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
title	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
spellingShingle	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Inglés Técnico -- Enseñanza Enseñanza del inglés -- Método bilingue Inglés -- Enseñanza -- Colombia
title_short	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
title_full	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
title_fullStr	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
title_full_unstemmed	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
title_sort	The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners
dc.creator.fl_str_mv	Rojas Perdomo, Adriana del Pilar
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	Otálora, Betsy
dc.contributor.author.none.fl_str_mv	Rojas Perdomo, Adriana del Pilar
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 Técnico -- Enseñanza Enseñanza del inglés -- Método bilingue Inglés -- Enseñanza -- Colombia
topic	Inglés Técnico -- Enseñanza Enseñanza del inglés -- Método bilingue Inglés -- Enseñanza -- Colombia
description	131 Páginas.
publishDate	2013
dc.date.accessioned.none.fl_str_mv	2013-12-13T14:53:43Z
dc.date.available.none.fl_str_mv	2013-12-13T14:53:43Z
dc.date.created.none.fl_str_mv	2013
dc.date.issued.none.fl_str_mv	2013-12-13
dc.type.none.fl_str_mv	masterThesis
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dc.type.local.none.fl_str_mv	Tesis de maestría
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dc.identifier.citation.none.fl_str_mv	Aebersold, J., Field, M. (1997). From Reader to Reading Teacher. Issues and strategies for second language classrooms. Cambridge: Cambridge University Press. Alcaldía Mayor de Bogotá. (n.d.). Proyecto Bogotá bilingüe. Retrieved from http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=18098 Alderson, C. (2000). Assessing Reading. Cambridge University Press. Almasi, J. (2003). Teaching Strategic Processes in Reading. The United States: The Guilford Press. Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman. Benson, P. (2001) Autonomy in language learning. Harlow: Longman. Benson, P (2001) Teaching and Researching Autonomy in Language Learning. Harlow, England: Pearson Education Limited. Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New york: USA, Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP Routledge. Carrell, P., Devine, J. & Eskey D. (2000). Interactive approaches to second Language Reading.Cambridge: Cambridge University Press. Carrell, P., Gajdusek, L., Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science. 1998-03-01/Springer Netherlands0020 4277. Humanities, Social Sciences and Law. 97-112112261. http://dx.doi.org/10.1023/A:1003092114195. Cecil, N. (1995). The Art of Inquiry. Questioning Strategies for K-6 Classrooms.Canada: Peguis Publishers. Chamot, A., Keatley, C., Gonglewski, M., Meloni, C., & Bartoshesky, A. ( 2009 ). Developing autonomy in language learners: Learning strategies instructions in higher education. National Capital Language Resource Center. from: Http://www.nclrc.org/guides/HED/pdfs/full.pdf. Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer. Corbin, J., Strauss, A. (1990). Basics of Qualitative Research. Grounded Theory procedures and Techniques. The United States: SAGE Publications. Correales, R., Mendivelso, O., & Santacruz, F. (2009). Reading Comprehension: A Viable Challenge for Public School Students. PROFILE Issues In Teachers' Professional Development, 1(1). Retrieved September13, 2011, from http://www.revistas.unal.edu.co/index.php/profile/article/view/11419 Cotteral, S (1995). ‘Developing a course strategy for learner autonomy’. ELT Journal, Vol. 49/3, 1995. Cotterall, S. (2000). Promoting Learner Autonomy through the Curriculum: Principles for Designing Language Courses. ELT Journal Volume 54/2 April 2000. Oxford University Press. Council of Europe. (n.d.). Common european framework of reference for languages. . Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf Day, R. & Banford, J. (1998). Extensive Reading in the second Language Classroom. The USA: Cambridge University Press Doolittle, P.E., Hicks,D., Triplett, C.F., Nichols,W.D., & Young, C.A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2), 106-118 Farnish, A.M., Slavin, R. E., & Stevens, R. J. (1991). The effects of cooperative learning and instruction in reading comprehension strategies on main idea identification . Journal of Educational Psychology, 83(1), 8-16. Ferrance, E. (2000). Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University. Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf Fink, A. (2000). The Role of the Researcher in the Qualitative Research Process. A Potential Barrier to Archiving Qualitative Data [69 paragraphs]. Forum Qualitative Sozialforschung /Forum: Qualitative Social Research, 1(3), Art. 4, http://nbn-resolving.de/urn:nbn:de:0114-fqs000344. Retrieved November 13, 2011 from http://www.qualitativeresearch.net/index.php/fqs/article/view/1021/2202 Glaser, B., Strauss, A. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. New Jersey: Library of congress Grabe, W., Stoller, F. (2002). Teaching and Researching Reading. Malaysia: Longman Pearson Education. Hall, T., & Stangman, N. (2004, 10 26). Background knowledge. National center on accessing the general curriculum. Retrieved from http://www.cast.org/system/galleries/download/ncac/ncac_BK.pdf Harmer,J. (1991).The Practice of English Language Teaching. London:Longman. Hartman, H. (2001). Metacognition in Learning and Instruction. Theory, research and Practice. The USA: Kluwer Academic Publishers. Hedge, Tricia. (2003). Teaching & learning in the language classroom. UK: OUP. Hewitt, G. (1995). Toward student autonomy in reading: Reciprocal teaching. English Teaching Forum, 33(4), 29. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press. Little, D. (2007). Language learner autonomy: some fundamental considerations revisited. Vol 1 (1) 14-29. Innovation in language Learning and Teaching. Colegio Villa Elisa IED. (2011). PEI Desarrollo de habilidades comunicativas y de pensamiento hacia una mentalidad empresarial. Manual de convivencia. Marshall, C., Rossman, G. (2011). Designing Qualitative Research. Fifth edition.The United States: SAGE publications inc. Mason, B. and Krashen, (S. 1997). Extensive reading in English as a foreign language. System 25: 91-102. Matsubara, J. Lehtinen, B. (2007). Promoting autonomy in a Reading Classroom. Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007 ISSN 2073-7513 Matsubara, J. & Lehtinen, B. 1 http://www.independentlearning.org Ministerio de educacion Nacional. (n.d.). Ley general de educación. Retrieved from http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Nolen, A. Varden, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher, Vol. 36, No. 7, pp. 401–407 DOI: 10.3102/0013189X07309629© 2007 AERA. http://er.aera.net Nowlan, A. (2008). Motivation and learner autonomy: activities to encourage independent study. The Internet TESL Journal, XIV(10), Retrieved on February 18, 2012 from http://iteslj.org/ Nunan, D. (1989). Syllabus Design. Candlin, C.N. & H.G. Widowson (eds.) second edition. Oxford: Oxford University Press. Nunan, D. Bailey, K. (2009). Exploring second language classroom research. A comprehensive guide. Canada. Heinle Cengage learning. Nuttall, C. (1986). Teaching reading skills in a foreign language. London: Heinemann Educational Books. O’Brien, R. (1998). An Overview of the Methodological Approach of Action Research. Faculty of Information Studies, University of Toronto. Available: Retrieved November 13, 2011 from http://www.web.ca/~robrien/papers/arfinal.html Oczkus, L. (2003). Reciprocal teaching at work. strategies for improving reading comprehension. Newark, DE: International Reading Association, Inc. Oxford, R. (2003). Language Learning Styles and Strategies: An Overview. GALA. Accessed 28 October from: http://web.ntpu.edu.tw/~language/workshop/read2.pdf Palincsar, A., Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction. I (2) 117-175 Lawrence Erlbaum Associates, Inc. Retrieved on November 9, 2011 from:http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/P alincsar%20Reciprocal%20Teaching.pdf Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Pinter, A. (2006). Teaching young language learners. China: Oxford University Press. Richards, J., Lockhart, C. (1994). Reflective teaching in second language classrooms. The United States: Cambridge University Press Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. Saldaña, J.(2009). The coding manual for qualitative researchers. Great Britain: SAGE publications. Selections. a primary reading anthology. (2005). Thailand: Macmillan Publishers limited. Soule-Susbielles, N. Improving students' competence in foreign language reading ELT Journal Volume 41/3 July 1987. Oxford University Press. Snow, C. (2002). Reading for understanding: toward an r&d program in reading. CA, The United States: Rand Reading Studying Group Tomlinson, B. (2008). English Language Learning Materials. A critical Review. London: Continuum International Publishing. Wallace, C. (1992). Reading. Oxford: Oxford University Press. Williams, R. ‘Top ten’ Principles for Teaching Reading. ELT Journal Volume 40/1 January 1986. Oxford University Press. Zabala, F. (2004). Strategies to Support High School Students’ Reading Comprehension in the English Language. PROFILE. Issues in Teachers’ Professional Development, 5 (1). p. 98-106. Retrieved September 26, 2011, From http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11217/11880 Willis, J. (2008). Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension.. Alexandria, VA, USA: Association for Supervision & Curriculum Development. p 141. Retrieved from E-brary on March 10, 2012. http://site.ebrary.com.murzim.unisabana.edu.co/lib/bibliounisabana/docDetail.action
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identifier_str_mv	Aebersold, J., Field, M. (1997). From Reader to Reading Teacher. Issues and strategies for second language classrooms. Cambridge: Cambridge University Press. Alcaldía Mayor de Bogotá. (n.d.). Proyecto Bogotá bilingüe. Retrieved from http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=18098 Alderson, C. (2000). Assessing Reading. Cambridge University Press. Almasi, J. (2003). Teaching Strategic Processes in Reading. The United States: The Guilford Press. Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman. Benson, P. (2001) Autonomy in language learning. Harlow: Longman. Benson, P (2001) Teaching and Researching Autonomy in Language Learning. Harlow, England: Pearson Education Limited. Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New york: USA, Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP Routledge. Carrell, P., Devine, J. & Eskey D. (2000). Interactive approaches to second Language Reading.Cambridge: Cambridge University Press. Carrell, P., Gajdusek, L., Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science. 1998-03-01/Springer Netherlands0020 4277. Humanities, Social Sciences and Law. 97-112112261. http://dx.doi.org/10.1023/A:1003092114195. Cecil, N. (1995). The Art of Inquiry. Questioning Strategies for K-6 Classrooms.Canada: Peguis Publishers. Chamot, A., Keatley, C., Gonglewski, M., Meloni, C., & Bartoshesky, A. ( 2009 ). Developing autonomy in language learners: Learning strategies instructions in higher education. National Capital Language Resource Center. from: Http://www.nclrc.org/guides/HED/pdfs/full.pdf. Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer. Corbin, J., Strauss, A. (1990). Basics of Qualitative Research. Grounded Theory procedures and Techniques. The United States: SAGE Publications. Correales, R., Mendivelso, O., & Santacruz, F. (2009). Reading Comprehension: A Viable Challenge for Public School Students. PROFILE Issues In Teachers' Professional Development, 1(1). Retrieved September13, 2011, from http://www.revistas.unal.edu.co/index.php/profile/article/view/11419 Cotteral, S (1995). ‘Developing a course strategy for learner autonomy’. ELT Journal, Vol. 49/3, 1995. Cotterall, S. (2000). Promoting Learner Autonomy through the Curriculum: Principles for Designing Language Courses. ELT Journal Volume 54/2 April 2000. Oxford University Press. Council of Europe. (n.d.). Common european framework of reference for languages. . Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf Day, R. & Banford, J. (1998). Extensive Reading in the second Language Classroom. The USA: Cambridge University Press Doolittle, P.E., Hicks,D., Triplett, C.F., Nichols,W.D., & Young, C.A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2), 106-118 Farnish, A.M., Slavin, R. E., & Stevens, R. J. (1991). The effects of cooperative learning and instruction in reading comprehension strategies on main idea identification . Journal of Educational Psychology, 83(1), 8-16. Ferrance, E. (2000). Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University. Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf Fink, A. (2000). The Role of the Researcher in the Qualitative Research Process. A Potential Barrier to Archiving Qualitative Data [69 paragraphs]. Forum Qualitative Sozialforschung /Forum: Qualitative Social Research, 1(3), Art. 4, http://nbn-resolving.de/urn:nbn:de:0114-fqs000344. Retrieved November 13, 2011 from http://www.qualitativeresearch.net/index.php/fqs/article/view/1021/2202 Glaser, B., Strauss, A. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. New Jersey: Library of congress Grabe, W., Stoller, F. (2002). Teaching and Researching Reading. Malaysia: Longman Pearson Education. Hall, T., & Stangman, N. (2004, 10 26). Background knowledge. National center on accessing the general curriculum. Retrieved from http://www.cast.org/system/galleries/download/ncac/ncac_BK.pdf Harmer,J. (1991).The Practice of English Language Teaching. London:Longman. Hartman, H. (2001). Metacognition in Learning and Instruction. Theory, research and Practice. The USA: Kluwer Academic Publishers. Hedge, Tricia. (2003). Teaching & learning in the language classroom. UK: OUP. Hewitt, G. (1995). Toward student autonomy in reading: Reciprocal teaching. English Teaching Forum, 33(4), 29. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press. Little, D. (2007). Language learner autonomy: some fundamental considerations revisited. Vol 1 (1) 14-29. Innovation in language Learning and Teaching. Colegio Villa Elisa IED. (2011). PEI Desarrollo de habilidades comunicativas y de pensamiento hacia una mentalidad empresarial. Manual de convivencia. Marshall, C., Rossman, G. (2011). Designing Qualitative Research. Fifth edition.The United States: SAGE publications inc. Mason, B. and Krashen, (S. 1997). Extensive reading in English as a foreign language. System 25: 91-102. Matsubara, J. Lehtinen, B. (2007). Promoting autonomy in a Reading Classroom. Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007 ISSN 2073-7513 Matsubara, J. & Lehtinen, B. 1 http://www.independentlearning.org Ministerio de educacion Nacional. (n.d.). Ley general de educación. Retrieved from http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Nolen, A. Varden, J. (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher, Vol. 36, No. 7, pp. 401–407 DOI: 10.3102/0013189X07309629© 2007 AERA. http://er.aera.net Nowlan, A. (2008). Motivation and learner autonomy: activities to encourage independent study. The Internet TESL Journal, XIV(10), Retrieved on February 18, 2012 from http://iteslj.org/ Nunan, D. (1989). Syllabus Design. Candlin, C.N. & H.G. Widowson (eds.) second edition. Oxford: Oxford University Press. Nunan, D. Bailey, K. (2009). Exploring second language classroom research. A comprehensive guide. Canada. Heinle Cengage learning. Nuttall, C. (1986). Teaching reading skills in a foreign language. London: Heinemann Educational Books. O’Brien, R. (1998). An Overview of the Methodological Approach of Action Research. Faculty of Information Studies, University of Toronto. Available: Retrieved November 13, 2011 from http://www.web.ca/~robrien/papers/arfinal.html Oczkus, L. (2003). Reciprocal teaching at work. strategies for improving reading comprehension. Newark, DE: International Reading Association, Inc. Oxford, R. (2003). Language Learning Styles and Strategies: An Overview. GALA. Accessed 28 October from: http://web.ntpu.edu.tw/~language/workshop/read2.pdf Palincsar, A., Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction. I (2) 117-175 Lawrence Erlbaum Associates, Inc. Retrieved on November 9, 2011 from:http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/P alincsar%20Reciprocal%20Teaching.pdf Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Pinter, A. (2006). Teaching young language learners. China: Oxford University Press. Richards, J., Lockhart, C. (1994). Reflective teaching in second language classrooms. The United States: Cambridge University Press Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. Saldaña, J.(2009). The coding manual for qualitative researchers. Great Britain: SAGE publications. Selections. a primary reading anthology. (2005). Thailand: Macmillan Publishers limited. Soule-Susbielles, N. Improving students' competence in foreign language reading ELT Journal Volume 41/3 July 1987. Oxford University Press. Snow, C. (2002). Reading for understanding: toward an r&d program in reading. CA, The United States: Rand Reading Studying Group Tomlinson, B. (2008). English Language Learning Materials. A critical Review. London: Continuum International Publishing. Wallace, C. (1992). Reading. Oxford: Oxford University Press. Williams, R. ‘Top ten’ Principles for Teaching Reading. ELT Journal Volume 40/1 January 1986. Oxford University Press. Zabala, F. (2004). Strategies to Support High School Students’ Reading Comprehension in the English Language. PROFILE. Issues in Teachers’ Professional Development, 5 (1). p. 98-106. Retrieved September 26, 2011, From http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11217/11880 Willis, J. (2008). Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension.. Alexandria, VA, USA: Association for Supervision & Curriculum Development. p 141. Retrieved from E-brary on March 10, 2012. http://site.ebrary.com.murzim.unisabana.edu.co/lib/bibliounisabana/docDetail.action 255683 TE06054
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spelling	Otálora, BetsyRojas Perdomo, Adriana del PilarMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2013-12-13T14:53:43Z2013-12-13T14:53:43Z20132013-12-13Aebersold, J., Field, M. (1997). From Reader to Reading Teacher. Issues and strategies for second language classrooms. Cambridge: Cambridge University Press.Alcaldía Mayor de Bogotá. (n.d.). Proyecto Bogotá bilingüe. Retrieved from http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=18098Alderson, C. (2000). Assessing Reading. Cambridge University Press.Almasi, J. (2003). Teaching Strategic Processes in Reading. The United States: The Guilford Press.Barnhardt, S., Chamot, A., El-Dinary, P, and Robbins, J. (1999). The learning Strategies Handbook. New York: Longman.Benson, P. (2001) Autonomy in language learning. Harlow: Longman.Benson, P (2001) Teaching and Researching Autonomy in Language Learning. Harlow, England: Pearson Education Limited.Burns, A. (2010). Doing Action Research. A Guide for Practitioners. New york: USA,Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP Routledge.Carrell, P., Devine, J. & Eskey D. (2000). Interactive approaches to second Language Reading.Cambridge: Cambridge University Press.Carrell, P., Gajdusek, L., Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science. 1998-03-01/Springer Netherlands0020 4277. Humanities, Social Sciences and Law. 97-112112261. http://dx.doi.org/10.1023/A:1003092114195.Cecil, N. (1995). The Art of Inquiry. Questioning Strategies for K-6 Classrooms.Canada: Peguis Publishers.Chamot, A., Keatley, C., Gonglewski, M., Meloni, C., & Bartoshesky, A. ( 2009 ). Developing autonomy in language learners: Learning strategies instructions in higher education. National Capital Language Resource Center. from: Http://www.nclrc.org/guides/HED/pdfs/full.pdf.Cohen, L. Manion, I. & Morrison, K. (2007). Research methods in education. (6th ed.) London: Routledge Falmer.Corbin, J., Strauss, A. (1990). Basics of Qualitative Research. Grounded Theory procedures and Techniques. The United States: SAGE Publications.Correales, R., Mendivelso, O., & Santacruz, F. (2009). Reading Comprehension: A Viable Challenge for Public School Students. PROFILE Issues In Teachers' Professional Development, 1(1). Retrieved September13, 2011, from http://www.revistas.unal.edu.co/index.php/profile/article/view/11419Cotteral, S (1995). ‘Developing a course strategy for learner autonomy’. ELT Journal, Vol. 49/3, 1995.Cotterall, S. (2000). Promoting Learner Autonomy through the Curriculum: Principles for Designing Language Courses. ELT Journal Volume 54/2 April 2000. Oxford University Press.Council of Europe. (n.d.). Common european framework of reference for languages. . Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_en.pdfDay, R. & Banford, J. (1998). Extensive Reading in the second Language Classroom. The USA: Cambridge University PressDoolittle, P.E., Hicks,D., Triplett, C.F., Nichols,W.D., & Young, C.A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2), 106-118Farnish, A.M., Slavin, R. E., & Stevens, R. J. (1991). The effects of cooperative learning and instruction in reading comprehension strategies on main idea identification . Journal of Educational Psychology, 83(1), 8-16.Ferrance, E. (2000). Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University. Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdfFink, A. (2000). The Role of the Researcher in the Qualitative Research Process. A Potential Barrier to Archiving Qualitative Data [69 paragraphs]. 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Retrieved from E-brary on March 10, 2012. http://site.ebrary.com.murzim.unisabana.edu.co/lib/bibliounisabana/docDetail.actionhttp://hdl.handle.net/10818/9255255683TE06054131 Páginas.Este reporte cualitativo está basado en un proyecto de investigación-acción llevado a cabo en un colegio público de Bogotá, Colombia, con estudiantes de séptimo grado. El propósito de este estudio fue determinar el impacto de Reciprocal teaching en relación a la autonomía y habilidades lectoras del aprendiz, siendo Reciprocal teaching una técnica instructiva que tiene como objetivo promover habilidades de comprensión lectora en estudiantes con más dificultad a través de la práctica de cuatro estrategias (predicción, pregunta, aclaración y resumen) en grupos de trabajo. La recolección de datos incluyó el uso de cuestionarios, entrevistas, logs para estudiantes y diarios para la reflexión del docente. Los resultados mostraron autonomía en los estudiantes en ciertas actividades dentro del aula. Adicionalmente, el uso de las estrategias evidenció el mejoramiento de su comprensión lectora. Los resultados permitieron observar y recolectar información más específica para éste y futuros estudios.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 Técnico -- EnseñanzaEnseñanza del inglés -- Método bilingueInglés -- Enseñanza -- ColombiaThe Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL LearnersmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2ORIGINALAdriana del Pilar Rojas Perdomo (TESIS).pdfAdriana del Pilar Rojas Perdomo (TESIS).pdfVer documento en PDFapplication/pdf2045392https://intellectum.unisabana.edu.co/bitstream/10818/9255/1/Adriana%20del%20Pilar%20Rojas%20Perdomo%20%28TESIS%29.pdf96e5134990bc6d6fb914045dc0c2ddd7MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/9255/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Adriana del Pilar Rojas Perdomo (Carta).pdfAdriana del Pilar Rojas Perdomo (Carta).pdfapplication/pdf1145097https://intellectum.unisabana.edu.co/bitstream/10818/9255/4/Adriana%20del%20Pilar%20Rojas%20Perdomo%20%28Carta%29.pdfc24331f0f82ab3f41553abcce89222deMD54TEXTAdriana del Pilar Rojas Perdomo (TESIS).pdf.txtAdriana del Pilar Rojas Perdomo (TESIS).pdf.txtExtracted Texttext/plain133https://intellectum.unisabana.edu.co/bitstream/10818/9255/3/Adriana%20del%20Pilar%20Rojas%20Perdomo%20%28TESIS%29.pdf.txtf44221fff50611b7dc0f628bad970126MD5310818/9255oai:intellectum.unisabana.edu.co:10818/92552019-12-10 16:10:30.261Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

The Impact of Reciprocal Teaching to Foster Reading Comprehension Skills and autonomy in EFL Learners

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