Approaching writing skills in third graders through graphic organizers.

Trabajo de grado de carácter cualitativo que propone una estrategia de acercamiento hacia las habilidades de escritura en lengua inglesa en un grupo de estudiantes de tercer grado de un colegio público de Bogotá. En el presente trabajo de grado es un estudio de carácter cualitativo. Dicho estudio se...

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Autores:: Panche Arias, Wendy Jineth

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2016

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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dc.title.eng.fl_str_mv	Approaching writing skills in third graders through graphic organizers.
title	Approaching writing skills in third graders through graphic organizers.
spellingShingle	Approaching writing skills in third graders through graphic organizers. Escritura - Enseñanza - Inglés Aprendizaje significativo - Inglés Educación primaria
title_short	Approaching writing skills in third graders through graphic organizers.
title_full	Approaching writing skills in third graders through graphic organizers.
title_fullStr	Approaching writing skills in third graders through graphic organizers.
title_full_unstemmed	Approaching writing skills in third graders through graphic organizers.
title_sort	Approaching writing skills in third graders through graphic organizers.
dc.creator.fl_str_mv	Panche Arias, Wendy Jineth
dc.contributor.advisor.spa.fl_str_mv	Pérez Gómez, Francisco Antonio
dc.contributor.author.spa.fl_str_mv	Panche Arias, Wendy Jineth
dc.subject.spa.fl_str_mv	Escritura - Enseñanza - Inglés Aprendizaje significativo - Inglés Educación primaria
topic	Escritura - Enseñanza - Inglés Aprendizaje significativo - Inglés Educación primaria
description	Trabajo de grado de carácter cualitativo que propone una estrategia de acercamiento hacia las habilidades de escritura en lengua inglesa en un grupo de estudiantes de tercer grado de un colegio público de Bogotá. En el presente trabajo de grado es un estudio de carácter cualitativo. Dicho estudio se desarrolló bajo el enfoque de investigación- acción en el que la investigadora se desenvolvió como docente y, a su vez, como investigadora. Respecto el proceso que se llevó a cabo, se realizó un diagnóstico a través de cuestionarios, entrevistas y diarios de campo. En la siguiente fase, se implementó la propuesta de los gráficos organizadores y la escritura. En las sesiones se desarrollaron las siguientes etapas: Input, Práctica y producción escrita. Al final del proceso, la investigadora trianguló los datos recolectados y desarrolló cada una de las categorías, dando como resultado un análisis de la intervención pedagógica realizada.
publishDate	2016
dc.date.issued.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2017-03-27T21:49:24Z 2017-12-12T22:03:39Z
dc.date.available.none.fl_str_mv	2017-03-27T21:49:24Z 2017-12-12T22:03:39Z
dc.type.spa.fl_str_mv	info:eu-repo/semantics/bachelorThesis
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
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dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.other.spa.fl_str_mv	TE-19046
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dc.relation.references.spa.fl_str_mv	Alonso. (1997). Language Transferí Interlingual Errors in Spanish Students of English as a Foreign Language. Revista Alicantina de Estudios Ingleses, 7-14. Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York . Armstrong. (1994). Multiple Intelligence in the classroom. Alexandría VA: The Association of Supervision and Curriculum Development. Aslam. (2003). Teaching of English. New Delhi: Fundation Books. Auriat, S. &. (2005). Quantitative research methods in educational planning. UNESCO. International institute for Educational Planning. Ausubel, D. (1968). Educational Phycology: A cognitive view. New York: Holt, Rinehart and Winston. Azevedo. (2005). Computers as metacognitive tools or enhancing learning. Educational Phycologist , 193- 197. Bandura. (1991). Social Cognitive Theory of Self- Regulation. Organizational Behaviour and Human Decision Processes, 248-287. Berthold, Mangubhai, & Batorowicz. (1997). Bilingualism & multiculturalism: Study book. University of Southern Queensland: Toowoomba, QLD. Bhela. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 22-31. Borg, S. (2001). The research journal: a tool for promoting and understanding researcher development. Language Teaching Research, 156-177. Borkowski. (1992). Metacognitive Theory A Framework for Teaching Literacy, Writing, and Math Skills. Journal of Learning Disabilities, 253-257. Bromley, Modlo, & Irwin. (1995). Graphic Organizers: Visual strategies for active learning. New York: Scholastic. Brown. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding, 65-116. Bryman. (2008). Social Research Methods. Oxford. Buitrago, Ramirez, & Rios. (2011). Interferencia lingüística en el aprendizaje simultáneo de de varias lenguas extranjeras. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 721-737. Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practicioners. New York: Routledge. Campbell. (2007). Teaching Early Writing and Reading Together. USA: Maupin House. Campos. (2005). Organizadores gráficos. Técnicas visuales para aprender y enseñar. Revista Internacional del Magisterio. Carrell. (1983). "Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a Foreign Language, 81-92. Caswell, & Mahler. (2004). Strategies for Teaching Writing. USA: ASCD Staff. Chang. (2006, July). Visual Organizers as Scaffolds in Teaching English as a Foreign Language. New England: Universty of Bridgeport . Chomsky. (1986). Knowledge of Language: It's nature, origin and use. New York: Praeger. Cohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege. Coker, Kristen, & Ritchey. (2015). Teaching Beginning Writers. New York: The Guildford Press. Dewey, J. (1938). Experience and Education. USA: Kappa Delta Pi. Dulay, Burth, & Krashen. (1982). Language Two. Newbury House Rowley. Dunlosky, Hertzog, Kennedy, & Thiede. (2005). The self-monitoring approach for effective learning. Cognitive Teacnology, 4-11. Echeverry, & McNulty. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile Magazine, 107.123. Ellis. (1997). Second Language Acquisition. Oxford: Oxford University Press. Ellis. (2006). The Methodology of Task-Based Teaching. The Asian EFL Journal, 79-101. Retrieved from https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf Fiderer. (1993). Teaching Writing: A Workshop Approach. USA: Scholastic. Flohr. (2008). Presenting and Teaching Vocabulary in EFL Classroom. Germany: GRIN Verlag. Foad, & Jamal. (2012). Markedness in Writing: A Case of EFL Students. Theory and Practices in Language studies, 773-777. Future, E. f. (2004). Teaching/Learning Toolkit. Retrieved from Learnng Logs. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. USA: Basic Books. Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. NovitasROYAL, 84-91. Gilbert, & Graham. (2010). Teaching Writing to Elementary Students in Grades 4-6: A National Survey . The Elementary School Journal, 498- 518. Gorjian, Khoshakhlagh, & Bavizade. (2015). Using discourse structure-based graphic organizers in developing of EFL learners’ reading comprehension. International Journal of Language Learning and Applied Linguistics World, 67-79. Graves, D. (1985). All children can write. Learning Disabilities Focus, 36-43. Gu, Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. TESL-EJ: The Electronic Journal for English as a Second Language . Hacker, & Sommers. (2011). A Writer's Reference with Resources for Multilingual Writers and ESL. New York: Bedford/St. Martin. Hatch, & Brown. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press. Hull. (1987). The Editing Process in Writing: A Performance Study of More Skilled and Less Skill ed College Writers. Research in the Teaching of English, 8-29. Hyland. (2013). Teaching and Researching Writing. New York: Routledge. James, C, & Klein. (1994). Foreign language learners’ spelling and proofreading strategies. Papers and Studies in Contrastive Linguistics, 31-46. Joe, A. (1998). What Effects Do Text-Based Tasks Promoting Generation Have on Incidental Vocabulary Acquisition? Applied Linguistics, 357-377. Kaweera. (2013). Writing Error: A Review of Interlingual and Intralingual Interference in EFL context. English Language Teaching, 9-18. Krashen. (1984). Writing: Research, Theory and Applications . Pergamon. Krashen. (1988). Second Language Acquisition and Second Language Learning. Prentice- Hall International. Levine, & McCloskey. (2013). Teaching English Language and contend in Mainstream Classes. Pearson. Liceo Mercedes Nariño. (n.d.). Lifemena. Retrieved from http://lifemena.jimdo.com/nuestro-cole/pei/Liceo Mercedes Nariño. (n.d.). Lifemena. Retrieved from http://lifemena.jimdo.com/nuestro-cole/pei/ Lo, & Hyland. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. . Journal of Second Language Writing. Lott. (1983). Analyzing and counteracting interference errors. ELT Journal, 256-261. Mertler, C. (2009). Action Research. Teachers as researchers in the classroom. Sage Publications. Monroy, P. (2010). Calameo. Retrieved from http://es.calameo.com/read/000425292e159051a3934 Montaña, & Mora. (2009). Developing learning strategies towards reading and writing skills. Bogotá, Colombia: Universidad Pedagógica Nacional. Nacional, M. d. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Imprenta Nacional. Nation, I. (1990). Teaching and Learning Vocabulary. New York: Heinle and Heinle. Nunan. (1992). Research Methods in Language Teaching. New York: Cambridge University Press. Nunan. (2003). Practical English Language Teaching. Singapore: Mc Graw Hill. Nunan, D. (2004). Task-Approach teaching. UK: Cambridge University Press. Odell. (1993). Theory and Practice in the Teaching of Writing: Rethinking the Discipline. Carbondale: Southern Illinois University Press. Ortiginosa, B. (2010). Análisis del Bilinguismo . Innovación y Experiencias Educativas. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Pennebaker. (1997). Writing about Emotional Experiences as a Therapeutic Process. Phycologycal Science, 162-166 Reyes. (2011). Connecting Knowledge for Text Construction through the Use of Graphic Organizers. Applied Linguistics in EFL, 7-19. Richards. (2006). Communicative Language Teaching Today. United States: Cambridge University Press. Richards, & Renandya. (2002). Methodology in language teaching: An anthology of current practice. Cambirdge University Press. Richards, & Rodgers. (2014). Approaches and Methods in Language Teaching. Italy: University Printing House. Rogoff. (1990). Apprenticeship in Thinking. Cognitive Development in Social Context. New York: Oxford University Press. Ruixue. (2006). Review of Task-Based Instruction. CELEA Journal, 53-58. Rutai. (2013). The effects of using graphic organizers on English reading ability of elementary schools students. Chulalonkorn University. Sajam, & Rajan. (2013). Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. English Language Teaching Scott. (2005). Creating Opportunities to Acquire New Word Meanings from Text. Teaching and Learning Voabulary, 69-94. Siniscalco, & Auriat. (2005). Quantitative research methods in educational planning. UNESCO. Solano, Gonzales, Ochoa, Quiñonez, & Castillo. (2014). Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools. English Language Teaching, 40-48. Valbuena, Salas, & Bedoya. (2010). The importance of dynamic activities to improve the writing skill in girls from third grade. Colombia: Universidad Pedagógica Nacional. Wallen, & Fraenkel. (2001). Educational Research: A guide to the process . Lawrence Erlbaum Associates. White, & Arndt. (1996). Process Writing. England: Longman. Willis. (1996). A Framework for Task-Based Learning. London : Longman. Willis, D., & Willis, J. (2006). Doing Action Research. London: Oxford: University Press. Winne. (1996). A Metacognitive view of individual diferences in self-regulated learning. Learning and Individual Differences, 327-353.
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spelling	Pérez Gómez, Francisco AntonioPanche Arias, Wendy Jineth2017-03-27T21:49:24Z2017-12-12T22:03:39Z2017-03-27T21:49:24Z2017-12-12T22:03:39Z2016TE-19046http://hdl.handle.net/20.500.12209/3159instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado de carácter cualitativo que propone una estrategia de acercamiento hacia las habilidades de escritura en lengua inglesa en un grupo de estudiantes de tercer grado de un colegio público de Bogotá. En el presente trabajo de grado es un estudio de carácter cualitativo. Dicho estudio se desarrolló bajo el enfoque de investigación- acción en el que la investigadora se desenvolvió como docente y, a su vez, como investigadora. Respecto el proceso que se llevó a cabo, se realizó un diagnóstico a través de cuestionarios, entrevistas y diarios de campo. En la siguiente fase, se implementó la propuesta de los gráficos organizadores y la escritura. En las sesiones se desarrollaron las siguientes etapas: Input, Práctica y producción escrita. Al final del proceso, la investigadora trianguló los datos recolectados y desarrolló cada una de las categorías, dando como resultado un análisis de la intervención pedagógica realizada.Submitted by Arnold Avila (aavila@pedagogica.edu.co) on 2017-02-27T20:00:46Z No. of bitstreams: 1 TE-19046.pdf: 1752572 bytes, checksum: 9c5d042a10216eecc07e0c3fa072d301 (MD5)Approved for entry into archive by Sara Rubio (sparra@pedagogica.edu.co) on 2017-03-27T21:49:24Z (GMT) No. of bitstreams: 1 TE-19046.pdf: 1752572 bytes, checksum: 9c5d042a10216eecc07e0c3fa072d301 (MD5)Made available in DSpace on 2017-03-27T21:49:24Z (GMT). No. of bitstreams: 1 TE-19046.pdf: 1752572 bytes, checksum: 9c5d042a10216eecc07e0c3fa072d301 (MD5) Previous issue date: 2016Made available in DSpace on 2017-12-12T22:03:39Z (GMT). No. of bitstreams: 1 TE-19046.pdf: 1752572 bytes, checksum: 9c5d042a10216eecc07e0c3fa072d301 (MD5) Previous issue date: 2016Licenciado 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 NacionalEscritura - Enseñanza - InglésAprendizaje significativo - InglésEducación primariaApproaching writing skills in third graders through graphic organizers.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAlonso. (1997). Language Transferí Interlingual Errors in Spanish Students of English as a Foreign Language. Revista Alicantina de Estudios Ingleses, 7-14.Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York .Armstrong. (1994). Multiple Intelligence in the classroom. Alexandría VA: The Association of Supervision and Curriculum Development.Aslam. (2003). Teaching of English. New Delhi: Fundation Books.Auriat, S. &. (2005). Quantitative research methods in educational planning. UNESCO. International institute for Educational Planning.Ausubel, D. (1968). Educational Phycology: A cognitive view. New York: Holt, Rinehart and Winston.Azevedo. (2005). Computers as metacognitive tools or enhancing learning. Educational Phycologist , 193- 197.Bandura. (1991). Social Cognitive Theory of Self- Regulation. Organizational Behaviour and Human Decision Processes, 248-287.Berthold, Mangubhai, & Batorowicz. (1997). Bilingualism & multiculturalism: Study book. University of Southern Queensland: Toowoomba, QLD.Bhela. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 22-31.Borg, S. (2001). The research journal: a tool for promoting and understanding researcher development. Language Teaching Research, 156-177.Borkowski. (1992). Metacognitive Theory A Framework for Teaching Literacy, Writing, and Math Skills. Journal of Learning Disabilities, 253-257.Bromley, Modlo, & Irwin. (1995). Graphic Organizers: Visual strategies for active learning. New York: Scholastic.Brown. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding, 65-116.Bryman. (2008). Social Research Methods. Oxford.Buitrago, Ramirez, & Rios. (2011). Interferencia lingüística en el aprendizaje simultáneo de de varias lenguas extranjeras. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 721-737.Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practicioners. New York: Routledge.Campbell. (2007). Teaching Early Writing and Reading Together. USA: Maupin House.Campos. (2005). Organizadores gráficos. Técnicas visuales para aprender y enseñar. Revista Internacional del Magisterio.Carrell. (1983). "Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a Foreign Language, 81-92.Caswell, & Mahler. (2004). Strategies for Teaching Writing. USA: ASCD Staff.Chang. (2006, July). Visual Organizers as Scaffolds in Teaching English as a Foreign Language. New England: Universty of Bridgeport .Chomsky. (1986). Knowledge of Language: It's nature, origin and use. New York: Praeger.Cohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege.Coker, Kristen, & Ritchey. (2015). Teaching Beginning Writers. New York: The Guildford Press.Dewey, J. (1938). Experience and Education. USA: Kappa Delta Pi.Dulay, Burth, & Krashen. (1982). Language Two. Newbury House Rowley.Dunlosky, Hertzog, Kennedy, & Thiede. (2005). The self-monitoring approach for effective learning. Cognitive Teacnology, 4-11.Echeverry, & McNulty. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile Magazine, 107.123.Ellis. (1997). Second Language Acquisition. Oxford: Oxford University Press.Ellis. (2006). The Methodology of Task-Based Teaching. The Asian EFL Journal, 79-101. Retrieved from https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdfFiderer. (1993). Teaching Writing: A Workshop Approach. USA: Scholastic.Flohr. (2008). Presenting and Teaching Vocabulary in EFL Classroom. Germany: GRIN Verlag.Foad, & Jamal. (2012). Markedness in Writing: A Case of EFL Students. Theory and Practices in Language studies, 773-777.Future, E. f. (2004). Teaching/Learning Toolkit. Retrieved from Learnng Logs.Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. USA: Basic Books.Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. NovitasROYAL, 84-91.Gilbert, & Graham. (2010). Teaching Writing to Elementary Students in Grades 4-6: A National Survey . The Elementary School Journal, 498- 518.Gorjian, Khoshakhlagh, & Bavizade. (2015). Using discourse structure-based graphic organizers in developing of EFL learners’ reading comprehension. International Journal of Language Learning and Applied Linguistics World, 67-79.Graves, D. (1985). All children can write. Learning Disabilities Focus, 36-43.Gu, Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. TESL-EJ: The Electronic Journal for English as a Second Language .Hacker, & Sommers. (2011). A Writer's Reference with Resources for Multilingual Writers and ESL. New York: Bedford/St. Martin.Hatch, & Brown. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.Hull. (1987). The Editing Process in Writing: A Performance Study of More Skilled and Less Skill ed College Writers. Research in the Teaching of English, 8-29.Hyland. (2013). Teaching and Researching Writing. New York: Routledge.James, C, & Klein. (1994). Foreign language learners’ spelling and proofreading strategies. Papers and Studies in Contrastive Linguistics, 31-46.Joe, A. (1998). What Effects Do Text-Based Tasks Promoting Generation Have on Incidental Vocabulary Acquisition? Applied Linguistics, 357-377.Kaweera. (2013). Writing Error: A Review of Interlingual and Intralingual Interference in EFL context. English Language Teaching, 9-18.Krashen. (1984). Writing: Research, Theory and Applications . Pergamon.Krashen. (1988). Second Language Acquisition and Second Language Learning. Prentice- Hall International.Levine, & McCloskey. (2013). Teaching English Language and contend in Mainstream Classes. Pearson.Liceo Mercedes Nariño. (n.d.). Lifemena. Retrieved from http://lifemena.jimdo.com/nuestro-cole/pei/Liceo Mercedes Nariño. (n.d.). Lifemena. Retrieved from http://lifemena.jimdo.com/nuestro-cole/pei/Lo, & Hyland. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. . Journal of Second Language Writing.Lott. (1983). Analyzing and counteracting interference errors. ELT Journal, 256-261.Mertler, C. (2009). Action Research. Teachers as researchers in the classroom. Sage Publications.Monroy, P. (2010). Calameo. Retrieved from http://es.calameo.com/read/000425292e159051a3934Montaña, & Mora. (2009). Developing learning strategies towards reading and writing skills. Bogotá, Colombia: Universidad Pedagógica Nacional.Nacional, M. d. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Imprenta Nacional.Nation, I. (1990). Teaching and Learning Vocabulary. New York: Heinle and Heinle.Nunan. (1992). Research Methods in Language Teaching. New York: Cambridge University Press.Nunan. (2003). Practical English Language Teaching. Singapore: Mc Graw Hill.Nunan, D. (2004). Task-Approach teaching. UK: Cambridge University Press.Odell. (1993). Theory and Practice in the Teaching of Writing: Rethinking the Discipline. Carbondale: Southern Illinois University Press.Ortiginosa, B. (2010). Análisis del Bilinguismo . Innovación y Experiencias Educativas.Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.Pennebaker. (1997). Writing about Emotional Experiences as a Therapeutic Process. Phycologycal Science, 162-166Reyes. (2011). Connecting Knowledge for Text Construction through the Use of Graphic Organizers. Applied Linguistics in EFL, 7-19.Richards. (2006). Communicative Language Teaching Today. United States: Cambridge University Press.Richards, & Renandya. (2002). Methodology in language teaching: An anthology of current practice. Cambirdge University Press.Richards, & Rodgers. (2014). Approaches and Methods in Language Teaching. Italy: University Printing House.Rogoff. (1990). Apprenticeship in Thinking. Cognitive Development in Social Context. New York: Oxford University Press.Ruixue. (2006). Review of Task-Based Instruction. CELEA Journal, 53-58.Rutai. (2013). The effects of using graphic organizers on English reading ability of elementary schools students. Chulalonkorn University.Sajam, & Rajan. (2013). Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. English Language TeachingScott. (2005). Creating Opportunities to Acquire New Word Meanings from Text. Teaching and Learning Voabulary, 69-94.Siniscalco, & Auriat. (2005). Quantitative research methods in educational planning. UNESCO.Solano, Gonzales, Ochoa, Quiñonez, & Castillo. (2014). Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools. English Language Teaching, 40-48.Valbuena, Salas, & Bedoya. (2010). The importance of dynamic activities to improve the writing skill in girls from third grade. Colombia: Universidad Pedagógica Nacional.Wallen, & Fraenkel. (2001). Educational Research: A guide to the process . Lawrence Erlbaum Associates.White, & Arndt. (1996). Process Writing. England: Longman.Willis. (1996). A Framework for Task-Based Learning. London : Longman.Willis, D., & Willis, J. (2006). Doing Action Research. London: Oxford: University Press.Winne. (1996). A Metacognitive view of individual diferences in self-regulated learning. Learning and Individual Differences, 327-353.ORIGINALTE-19046.pdfapplication/pdf1752572http://repository.pedagogica.edu.co/bitstream/20.500.12209/3159/1/TE-19046.pdf9c5d042a10216eecc07e0c3fa072d301MD51THUMBNAILTE-19046.pdf.jpgTE-19046.pdf.jpgIM Thumbnailimage/jpeg5279http://repository.pedagogica.edu.co/bitstream/20.500.12209/3159/2/TE-19046.pdf.jpgdb7d455e346c8cee2f4bae8e697e1de0MD5220.500.12209/3159oai:repository.pedagogica.edu.co:20.500.12209/31592023-08-30 10:48:06.287Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co

Approaching writing skills in third graders through graphic organizers.

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