Children picture books to implement a first approach to writing.

Esta es una investigación acción que se llevó a cabo en el colegio Domingo Faustino Sarmiento Sede D, ubicado en la localidad de Suba en la ciudad de Bogotá, en donde se trabajó con un grupo de tercer grado. Esta investigación tuvo como objetivo desarrollar la escritura guiada de la población en men...

Full description

Autores:: Triana Romero, Andrea Pilar

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

id	RPEDAGO2_0eed3c49fe8ec24494fa2c180ed14301
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/10006
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Children picture books to implement a first approach to writing.
title	Children picture books to implement a first approach to writing.
spellingShingle	Children picture books to implement a first approach to writing. Colegio Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Escritura guiada Enseñanza del inglés Libros ilustrados para niños Educación EFL Producción escrita - Fortalecimiento Habilidades de escritura Libros ilustrados - Estrategia didáctica Escritores principiantes
title_short	Children picture books to implement a first approach to writing.
title_full	Children picture books to implement a first approach to writing.
title_fullStr	Children picture books to implement a first approach to writing.
title_full_unstemmed	Children picture books to implement a first approach to writing.
title_sort	Children picture books to implement a first approach to writing.
dc.creator.fl_str_mv	Triana Romero, Andrea Pilar
dc.contributor.advisor.spa.fl_str_mv	Pérez Gómez, Francisco Antonio
dc.contributor.author.spa.fl_str_mv	Triana Romero, Andrea Pilar
dc.subject.spa.fl_str_mv	Colegio Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Escritura guiada Enseñanza del inglés Libros ilustrados para niños Educación EFL Producción escrita - Fortalecimiento Habilidades de escritura Libros ilustrados - Estrategia didáctica Escritores principiantes
topic	Colegio Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Escritura guiada Enseñanza del inglés Libros ilustrados para niños Educación EFL Producción escrita - Fortalecimiento Habilidades de escritura Libros ilustrados - Estrategia didáctica Escritores principiantes
description	Esta es una investigación acción que se llevó a cabo en el colegio Domingo Faustino Sarmiento Sede D, ubicado en la localidad de Suba en la ciudad de Bogotá, en donde se trabajó con un grupo de tercer grado. Esta investigación tuvo como objetivo desarrollar la escritura guiada de la población en mención, cuando eran usados los libros ilustrados para niños en inglés como forma de input y más específicamente utilizados como modelos para implementar un primer acercamiento a ejercicios de escritura. Para llevar a cabo esta tarea, los libros ilustrados para niños se implementaron como modelos para crear sus propios textos cortos, acompañados de un conjunto de actividades de Escritura Guiada que a su vez funcionaron como una estrategia para seguir los procesos de escritura de los niños.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017
dc.date.accessioned.none.fl_str_mv	2019-08-08T15:31:04Z
dc.date.available.none.fl_str_mv	2019-08-08T15:31:04Z
dc.type.spa.fl_str_mv	info:eu-repo/semantics/bachelorThesis
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.other.spa.fl_str_mv	TE-21495
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/10006
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
identifier_str_mv	TE-21495 instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/10006
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Algozzine B., Douville P. (2004). Use mental imagery across the curriculum. Prev. Sch. Fail. 49 36–39. 10.3200/PSFL.49.1.36 Arnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press. Arnold, J., & Fonseca M.C. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain -Based Perspective. (pp.119-136). IJES.Vol 4. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ: Prentice Hall. Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisities for understanding: Some investigations of comprehension and recall. E-Journal of Verbal Learning and Verbal Behavior, 11, 717-726. Retrieved from https://msu.edu/~ema/802/Ch6- Memory/2/BransfordJohnson72.pdf Arnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press. Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge. Dortrecht, Netherlands: Kluwer. Bell N. (1991). Gestalt imagery: a critical factor in language comprehension. Ann. Dyslexia 41 246–260. 10.1007/BF02648089 [PubMed] Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Cohen, Manion, and Morrison. (2011). Research Methods in Education. New York: Taylor & Francis Group. Cresswell, J. W. (1998) Qualitative Inquiry and Research Design: Choosing among the Five Traditions. Thousand Oaks, CA: Sage. Colegio Tecnico Domingo Faustino Sarmiento I.E.D, (2016). Manual de Convivencia. Bogotá: Subdirección Imprenta Distrital (D.D.D.I), pp.1-48. Colombia. Ministerio de Educación (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional. De Koning B. B., Van der Schoot M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educ. Psychol. Rev. 25 261–287. 10.1007/s10648-013-9222-6 Department for Children, Schools and Families (2007). Improving writing with a focus on guided writing: leading improvement using the Primary Framework. Guidance. Curriculum and standards. Primary National Strategy. Document from Web. Retrieved from http://dera.ioe.ac.uk/6649/ Departament of Education (2009). Using Children’s Literature with ESL students. Newfoundland Labrador Education. Document from Web. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/literature_esl.pdf Douglas, H. (2000) Teaching by principles. An Interactive Approach to Language Pedagogy. Second Edition. Longman. Pearson ESL. Elliott, J. (1991) Action Research for Educational Change. Open University Press. Buckingham. Ezzy, D. (2002) Qualitative Analysis: Practice and Innovation. London: Routledge. Faiola T, & DeBloois, M. L. (1988). Designing a visual factors-based screen display interface: The new role of the gray hic technologist. Educational Technology, 28(8), 12-21. Felstead, A., Fuller, A., Unwin, L., Ashton, D., Butler, P., & Lee, T. (2005). Surveying the scene: learning metaphors, survey design and the workplace context. Journal of Education and Work, 18(4), 359-383. http://dx.doi.org/10.1080/13639080500327857 Frazer, K. (2013). Teaching Writing to Young ELT Learners. Oxford University Press English Language Teaching. Retrieved on 19th September 2017 from https://oupeltglobalblog.com/2013/04/16/teaching-writing-to-young-elt-learners/ Freeman, D. (1998) Doing Teacher- Research: From Inquiry to Understanding. Heinle Cengage Learning. USA: Boston, MA. Gambrell L. B., Jawitz P. B. (1993). Mental-imagery, text illustrations, and children’s story comprehension and recall. JSTOR. Read. Res. Q. 28 264–276. 10.2307/747998. Gardner, H. (1993). Frames of mind: a theory of multiple intelligences. New York: Basic Books. Glaser, B.G. & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine. González, Y.Y L. F. (2013). The Role of Collaborative Work in the Development of Elementary Students’ Writing Skills. Profile, 11-25. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Holdich, C. E., & Chung, P. W. H. (2003). A ‘computer tutor’ to assist children develop their narrative writing skills: conferencing with HARRY. International Journal of HumanComputer Studies, 59(5), 631–669. Hudson, P (2013). Learning to teach in the Primary School. Cambridge University Press. New York. Retrieved from http://assets.cambridge.org/97811076/72826/excerpt/9781107672826_excerpt.pdf Hyland, K. (2002). Teaching Writing and Researching Writing. Pearson Education: London. Jager, M. (1994). Beginning to Read. Thinking and Learning about Print. Bradford: Cambridge, Massachusetts. London: England. Johnson, Andrew P. (2012). A short Guide to Action Research. (4th edition) Pearson Education. Minnesota State University, Mankato. Kiefer, B. (2008). What is a picture book, anyway? The evolution of form and substance through the postmodern era and beyond. In L. R. Sipe & S. Panteleo (Eds.), Postmodern picture books: Play, parody and self-referentiality (pp. 9- 21). New York, NY: Routledge. Krashen, S.D (1985). The Input Hypothesis. Issues and Implications. Longman Group UK Ltd. London & New York: Longman. Krashen, S.D (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International. Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(1), 211–232. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: ASCD. McGreal (1984). Artifact Collection. Educational Leadership. 20-21. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_198404_mcgreal.pdf McLeod, S. A. (2015). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.html Oczkus, L. D (2007). Guided writing: practical lessons, powerful results. Heinemann: Portsmouth, NH. ISBN-10:0- 325-01071-4. Patton, M. Q. (2002). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press. Piaget, J. (1954a). The construction of reality in the child. (M. Cook, Trans.). Rivers, W. (1989). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press. Rosenshine, B. (2012). Principles of Instruction. Research - Based Strategies that all teachers should know. American Educator. Spring 2012. Illustrations by James Yang Ruiz, A. M. P. (2014). The Child as a Subject of Rights and Children's Literary Writing. Folios, 41(1), 23-35. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. Selinker L (1992). Rediscovering interlanguage. London:Longman Scott, W.A. & Ytreberg, L.H. (1995). Teaching English to Children: Longman Keys to Language Teaching. London, NY. Series Editor: Neville Grant. Stotsky, S. (1983). Research on reading /writing relationships: A synthesis and suggested directions. Language Arts, 627-642. Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications. Sutherland, Z. & Arbuthnot. (1977). Children and books. Dallas: Scott, Foresman. Tarone, E (2006). Interlanguage. Elsevier Ltd. This article is reproduced from the previous edition, volume 4,pp. 1715–1719, 1994, Elsevier Ltd. Tudor. I (2001). The Dynamics of the Language Classroom. Cambridge University Press.UK VanPatten, B.(2003). From input to output. A Teacher’s Guide to Second Language Acquisition. United States of America: The McGraw-Hill Companies Inc. Vygotsky LS (1986). Thought and language. The MIT Press, Cambridge. Waterman.H. (2001). Action research: a systematic review and guidance for assessment. Manchester, UK: Health Technol Assess, Vol 5 (No.23). 1-174
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access.spa.fl_str_mv	Acceso abierto
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Acceso abierto Attribution-NonCommercial-NoDerivatives 4.0 International http://purl.org/coar/access_right/c_abf2
dc.format.spa.fl_str_mv	PDF
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español e Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
dc.source.spa.fl_str_mv	reponame:Repositorio Institucional de la Universidad Pedagógica Nacional instname:Universidad Pedagógica Nacional
instname_str	Universidad Pedagógica Nacional
institution	Universidad Pedagógica Nacional
reponame_str	Repositorio Institucional de la Universidad Pedagógica Nacional
collection	Repositorio Institucional de la Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/3/TE-21495.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/2/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/1/TE-21495.pdf
bitstream.checksum.fl_str_mv	51b966bd3651469c2d82474bd908eaf9 8a4605be74aa9ea9d79846c1fba20a33 13306691cc244c62ddc3196772458f89
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1814445006762541056
spelling	Pérez Gómez, Francisco AntonioTriana Romero, Andrea Pilar2019-08-08T15:31:04Z2019-08-08T15:31:04Z2017TE-21495http://hdl.handle.net/20.500.12209/10006instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta es una investigación acción que se llevó a cabo en el colegio Domingo Faustino Sarmiento Sede D, ubicado en la localidad de Suba en la ciudad de Bogotá, en donde se trabajó con un grupo de tercer grado. Esta investigación tuvo como objetivo desarrollar la escritura guiada de la población en mención, cuando eran usados los libros ilustrados para niños en inglés como forma de input y más específicamente utilizados como modelos para implementar un primer acercamiento a ejercicios de escritura. Para llevar a cabo esta tarea, los libros ilustrados para niños se implementaron como modelos para crear sus propios textos cortos, acompañados de un conjunto de actividades de Escritura Guiada que a su vez funcionaron como una estrategia para seguir los procesos de escritura de los niños.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-20T14:38:03Z No. of bitstreams: 1 TE-21495.pdf: 1874975 bytes, checksum: 13306691cc244c62ddc3196772458f89 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-08T15:31:04Z (GMT) No. of bitstreams: 1 TE-21495.pdf: 1874975 bytes, checksum: 13306691cc244c62ddc3196772458f89 (MD5)Made available in DSpace on 2019-08-08T15:31:04Z (GMT). No. of bitstreams: 1 TE-21495.pdf: 1874975 bytes, checksum: 13306691cc244c62ddc3196772458f89 (MD5)Licenciado en Español e InglésTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalColegio Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - BogotáEscritura guiadaEnseñanza del inglésLibros ilustrados para niñosEducación EFLProducción escrita - FortalecimientoHabilidades de escrituraLibros ilustrados - Estrategia didácticaEscritores principiantesChildren picture books to implement a first approach to writing.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAlgozzine B., Douville P. (2004). Use mental imagery across the curriculum. Prev. Sch. Fail. 49 36–39. 10.3200/PSFL.49.1.36Arnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press.Arnold, J., & Fonseca M.C. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain -Based Perspective. (pp.119-136). IJES.Vol 4.Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ: Prentice Hall.Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisities for understanding: Some investigations of comprehension and recall. E-Journal of Verbal Learning and Verbal Behavior, 11, 717-726. Retrieved from https://msu.edu/~ema/802/Ch6- Memory/2/BransfordJohnson72.pdfArnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press.Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge. Dortrecht, Netherlands: Kluwer.Bell N. (1991). Gestalt imagery: a critical factor in language comprehension. Ann. Dyslexia 41 246–260. 10.1007/BF02648089 [PubMed]Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy PressBrown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.Cohen, Manion, and Morrison. (2011). Research Methods in Education. New York: Taylor & Francis Group.Cresswell, J. W. (1998) Qualitative Inquiry and Research Design: Choosing among the Five Traditions. Thousand Oaks, CA: Sage.Colegio Tecnico Domingo Faustino Sarmiento I.E.D, (2016). Manual de Convivencia. Bogotá: Subdirección Imprenta Distrital (D.D.D.I), pp.1-48.Colombia. Ministerio de Educación (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional.De Koning B. B., Van der Schoot M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educ. Psychol. Rev. 25 261–287. 10.1007/s10648-013-9222-6Department for Children, Schools and Families (2007). Improving writing with a focus on guided writing: leading improvement using the Primary Framework. Guidance. Curriculum and standards. Primary National Strategy. Document from Web. Retrieved from http://dera.ioe.ac.uk/6649/Departament of Education (2009). Using Children’s Literature with ESL students. Newfoundland Labrador Education. Document from Web. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/literature_esl.pdfDouglas, H. (2000) Teaching by principles. An Interactive Approach to Language Pedagogy. Second Edition. Longman. Pearson ESL.Elliott, J. (1991) Action Research for Educational Change. Open University Press. Buckingham.Ezzy, D. (2002) Qualitative Analysis: Practice and Innovation. London: Routledge.Faiola T, & DeBloois, M. L. (1988). Designing a visual factors-based screen display interface: The new role of the gray hic technologist. Educational Technology, 28(8), 12-21.Felstead, A., Fuller, A., Unwin, L., Ashton, D., Butler, P., & Lee, T. (2005). Surveying the scene: learning metaphors, survey design and the workplace context. Journal of Education and Work, 18(4), 359-383. http://dx.doi.org/10.1080/13639080500327857Frazer, K. (2013). Teaching Writing to Young ELT Learners. Oxford University Press English Language Teaching. Retrieved on 19th September 2017 from https://oupeltglobalblog.com/2013/04/16/teaching-writing-to-young-elt-learners/Freeman, D. (1998) Doing Teacher- Research: From Inquiry to Understanding. Heinle Cengage Learning. USA: Boston, MA.Gambrell L. B., Jawitz P. B. (1993). Mental-imagery, text illustrations, and children’s story comprehension and recall. JSTOR. Read. Res. Q. 28 264–276. 10.2307/747998.Gardner, H. (1993). Frames of mind: a theory of multiple intelligences. New York: Basic Books.Glaser, B.G. & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.González, Y.Y L. F. (2013). The Role of Collaborative Work in the Development of Elementary Students’ Writing Skills. Profile, 11-25.Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.Holdich, C. E., & Chung, P. W. H. (2003). A ‘computer tutor’ to assist children develop their narrative writing skills: conferencing with HARRY. International Journal of HumanComputer Studies, 59(5), 631–669.Hudson, P (2013). Learning to teach in the Primary School. Cambridge University Press. New York. Retrieved from http://assets.cambridge.org/97811076/72826/excerpt/9781107672826_excerpt.pdfHyland, K. (2002). Teaching Writing and Researching Writing. Pearson Education: London.Jager, M. (1994). Beginning to Read. Thinking and Learning about Print. Bradford: Cambridge, Massachusetts. London: England.Johnson, Andrew P. (2012). A short Guide to Action Research. (4th edition) Pearson Education. Minnesota State University, Mankato.Kiefer, B. (2008). What is a picture book, anyway? The evolution of form and substance through the postmodern era and beyond. In L. R. Sipe & S. Panteleo (Eds.), Postmodern picture books: Play, parody and self-referentiality (pp. 9- 21). New York, NY: Routledge.Krashen, S.D (1985). The Input Hypothesis. Issues and Implications. Longman Group UK Ltd. London & New York: Longman.Krashen, S.D (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International.Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(1), 211–232.Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: ASCD.McGreal (1984). Artifact Collection. Educational Leadership. 20-21. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_198404_mcgreal.pdfMcLeod, S. A. (2015). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.htmlOczkus, L. D (2007). Guided writing: practical lessons, powerful results. Heinemann: Portsmouth, NH. ISBN-10:0- 325-01071-4.Patton, M. Q. (2002). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press.Piaget, J. (1954a). The construction of reality in the child. (M. Cook, Trans.).Rivers, W. (1989). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press.Rosenshine, B. (2012). Principles of Instruction. Research - Based Strategies that all teachers should know. American Educator. Spring 2012. Illustrations by James YangRuiz, A. M. P. (2014). The Child as a Subject of Rights and Children's Literary Writing. Folios, 41(1), 23-35.Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.Selinker L (1992). Rediscovering interlanguage. London:LongmanScott, W.A. & Ytreberg, L.H. (1995). Teaching English to Children: Longman Keys to Language Teaching. London, NY. Series Editor: Neville Grant.Stotsky, S. (1983). Research on reading /writing relationships: A synthesis and suggested directions. Language Arts, 627-642.Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.Sutherland, Z. & Arbuthnot. (1977). Children and books. Dallas: Scott, Foresman.Tarone, E (2006). Interlanguage. Elsevier Ltd. This article is reproduced from the previous edition, volume 4,pp. 1715–1719, 1994, Elsevier Ltd.Tudor. I (2001). The Dynamics of the Language Classroom. Cambridge University Press.UKVanPatten, B.(2003). From input to output. A Teacher’s Guide to Second Language Acquisition. United States of America: The McGraw-Hill Companies Inc.Vygotsky LS (1986). Thought and language. The MIT Press, Cambridge.Waterman.H. (2001). Action research: a systematic review and guidance for assessment. Manchester, UK: Health Technol Assess, Vol 5 (No.23). 1-174THUMBNAILTE-21495.pdf.jpgTE-21495.pdf.jpgIM Thumbnailimage/jpeg1855http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/3/TE-21495.pdf.jpg51b966bd3651469c2d82474bd908eaf9MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21495.pdfTE-21495.pdfapplication/pdf1874975http://repository.pedagogica.edu.co/bitstream/20.500.12209/10006/1/TE-21495.pdf13306691cc244c62ddc3196772458f89MD5120.500.12209/10006oai:repository.pedagogica.edu.co:20.500.12209/100062023-05-31 16:00:08.549Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Children picture books to implement a first approach to writing.

Publicaciones similares