Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.

Estudio basado en los postulados de la investigación-acción desarrollada por medio de una propuesta pedagógica en el colegio de carácter público Técnico Domingo Faustino Sarmiento en la ciudad de Bogotá con estudiantes del curso 305 Básica Primaria. Sus edades oscilan entre los 8 y 10 años. Dicha pr...

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Autores:: Álvarez García, Nidia Patricia

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2016

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
dc.title.translated.spa.fl_str_mv	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
title	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
spellingShingle	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom. Autobiografías Dificultades de aprendizaje Instructional strategies Learning difficulties Inclusive classroom Autobiographies
title_short	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
title_full	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
title_fullStr	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
title_full_unstemmed	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
title_sort	Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.
dc.creator.fl_str_mv	Álvarez García, Nidia Patricia
dc.contributor.advisor.none.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.none.fl_str_mv	Álvarez García, Nidia Patricia
dc.subject.spa.fl_str_mv	Autobiografías Dificultades de aprendizaje
topic	Autobiografías Dificultades de aprendizaje Instructional strategies Learning difficulties Inclusive classroom Autobiographies
dc.subject.keywords.spa.fl_str_mv	Instructional strategies Learning difficulties Inclusive classroom Autobiographies
description	Estudio basado en los postulados de la investigación-acción desarrollada por medio de una propuesta pedagógica en el colegio de carácter público Técnico Domingo Faustino Sarmiento en la ciudad de Bogotá con estudiantes del curso 305 Básica Primaria. Sus edades oscilan entre los 8 y 10 años. Dicha propuesta se basa en la implementación de estrategias de instrucción para mejorar las habilidades de escritura por medio de autobiografías, en un salón inclusivo. Estas se relacionan directamente con los pasos necesarios (producción, organización, escritura, revisión y edición) para la escritura de textos. Algunas estrategias han sido adaptadas y otras propuestas por la docente investigadora. Lo anterior, siguiendo la instrucción diferenciada como pilar para la elección de temas, recursos, didáctica y enfoques como el Preview-Review-View y el Genre Base.
publishDate	2016
dc.date.issued.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2022-03-29T15:30:07Z
dc.date.available.none.fl_str_mv	2022-03-29T15:30:07Z
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
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dc.identifier.other.spa.fl_str_mv	TE-19869
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/16990
dc.identifier.instname.spa.fl_str_mv	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-19869 instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/16990
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Agenda escolar 2015. Colegio Técnico Domingo Faustino Sarmiento. Andrade, M. S, & Evans, N.W. (2013). Principles and practices for response in Second Language Writing: Development self-regulated learners. Routledge. New York and London. Retrieved from: https://books.google.com.co/books Askasibar, M. (2015) 2015). Exploring the impact of the autobiographical story on learning English as a foreign language: Case study in the Primary classroom . Student Pulze, 7 (10). Retrieved from Retrieved from http://www.studentpulse.com/a?id=1249 Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th Edition. Pearson Beers, J., Cramer, R., & Hammond, W.Dorsey. (1995). Spelling. Scottforesman. Bruner, Jerome. (1996). The culture of education. Cambridge, MA: Harvard University Press. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, SN & Grove, SK. 2003. Understanding nursing research. 3rd edition. Philadelphia: Saunders. Chintu, C, Bhat, G, Luo, C, Ravigli Buzan, T. (2001). What is a mind map?. Retrieved from: http://www.tonybuzan.com/about/mind-mapping/ Carmichael, J.A., & Hale, J. (2015). Interventions for Students with Writing Disabilities. Retrieved from:http://www.ldatschool.ca/literacy/developing-interventions-for-students-with-writing-disabilities-addressing-the-most-complex-academic-problem/ Carr, J. & Bertrando, S. (2012) Teaching English Learners and Students with Learning Difficulties in an inclusive classroom https://books.google.com.co/ Castaño, G.J. (2014). Diseño de un formato para la planeación de clase que articula: referentes de calidad y el saber pedagógico y disciplinar. (Master thesis). Universidad Nacional de Colombia. Medellín, Colombia. Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Fifth edition. Routledge. Crystal, D. (2005). Speaking of Writing and Writing of Speaking . Longman L anguage Review. Davey, B.,& Davis, H. (2014). Tech tools for improving students literacy. Routledge. De Mejía, Truscott, A.M., Ordoñez, C., & Fonseca, L. (2006). Lineamientos para la educación bilingüe en Colombia: hacia una política coherente. Centro de Investigación y Formación en Educación Universidad de los Andes. Bogotá Denzin, N. and Lincoln, Y. (Eds). (2005). The SAGE Handbook of Qualitative Research. Third Edition. SAGE Publications. Retrieved from: https://books.google.com.co/books Díaz, E.J. (2016). Perceptions of ELF teachers on Special Educational Needs in Cundinamarca, Colombia. The University of Edimburgh. Scotland. MSc Inclusive and Special Education Divita, D. (2011). Objects as artifacts: synchronic convergence in multilingual contexts. Apples – Journal of Applied Language Studies. Vol. 5, 1, p. 13–26 Duffourd, E. & Lessard, A. (2015).Writing an Autobiography: A Reflective Strategy to Improve Literacy Skills. Retrieved from: http://www.ldatschool.ca/literacy/autobiographies/ Englert, C.S., Raphael, T., Anderson, L., Anthony, H. & Stevens, D. (1991). Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms. DOI:10.3102/00028312028002337 Firkins, A., Forey, G.,& Sengupta, S. (2007). A Genre-Based Literacy Pedagogy: Teaching Writing to Low Proficiency EFL Students. English Language Teaching Journa.l F. T. Decker. (2000). Light up your reading- Define your words. Cheectowaga-sloan Handbook of Practical Reading and Writing Strategies. P.12. (Cheektowaga: Sloan Union Free School District, 2000). Gibson,Sarah.(n.d).Teaching writing. Retrieved from: http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html?main-tab=1#main-tabs Guatavita, C. (2014). Project work environment: an alternative to improve writing skills fosteri ng the use of grammar in third grade students at the Liceo Femenino Mercedes Nariño. Bachelor thesis. Universidad Pedagogica Nacional, Bogota, Colombia. Haylock, D. (1992) Meeting the special needs of mathematical low attainders in the primary school. In: Jones, K. & Charlton, T. (Ed). Learning difficulties in primary classrooms. Delivering the whole curriculum. Kevin Jones and Tony Charlton (Ed). Routledg London. (p.116) Johnson, R. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Fifth Edition). London: SAGE Publications, Inc Kemmins, S. & McTaggart, R. (Eds.).(1988). The action research planner.3rd edition. Geelong: Deakin University Press. Koeze, P. (2007), Differentiated Instruction: The Effect on Student Achievement in an Elementary School. Master's Theses and Doctoral Dissertations. Paper 31. Retrieved from: http://commons.emich.edu/ci/viewcontent.cgi?article=1030&context=theses Krashen, K. (2013). Second Language Acquisition Theory, Applications and Some Conjectures. Cambridge University Press. Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. Second Edition. SAGE. Lauzon, N. (2014). The Cop strategy . Learning Disabilities Association of Ontario’s (LDAO).Retrieved from http://ldatschool.ca/literacy/the cops editing strategy/ Lejeune, P. (1982). Chapter I, The Autobiographical pact. In: Eakin, J.P. (Ed.), On Autobiography. (pp.3 30). Unive rsity of Minnesota Press, Minneapolis. Mariga, L., McConkey, R.,& Myezwa, H. (2014). Inclusive Education in Low-Income Countries A resource book for teacher educators, parent trainers and community development workers. Published by Atlas Alliance. McCormick, S. (1995). Instructing students who have Literacy problems. Englewood Cliffs, NJ: Merrill. Second Edition Martínez, N. (2011). Aprender jugando y juguete adecuado. Innovación y experiencias educativas. Retrieved from: http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_38/NATALIA_MARTINEZ_URBANO_01.pdf Marulanda, G. (1995). El método Preview-Review en la enseñanza-aprendizaje de las mátemáticas en un contexto bilingüe. (Bachelor Thesis). Mata, F. S. (2000). Necesidades educativas especiales en la expresión escrita. Granada: Universidad de Granada. Mata, F.S. & Gutiérrez. R. (2005). Atención educativa al alumnado con dificultades en lectura y escritura. Ediciones Aljibe Mayring, Philipp (June, 2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Retrieved from: http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204. Ministerio de Educación Nacional. (2006) Fundamentación conceptual para la atención en el servicio educativo a estudiantes con Necesidades Educativas Especiales. Guía No 12. Moreno, P. (n.d). Supporting language instruction in the bilingual classroom. Retrieved from: http://www.ectorcountyisd.org/cms/lib011/TX01000975/centricity/Domain/14/ImplementingPVR.pdf Montaño, J. (2011). Inclusive classrooms: requirements, implications and limitations. A qualitative case study. Master thesis. Universidad Pedagogica Nacional. Bogotá, Colombia. Moore, K, (2014). Effective Instructional Strategies: From Theory to Practice. Fourth edition. SAGE Publications. Nguyen, M. (2013). Peer tutoring as a Strategy to Promote Academic Success. Research brief. Retrieved from: https://childandfamilypolicy.duke.edu/pdfs/schoolresearch/2012_PolicyBriefs/Nguyen_Policy_Brief.pdf Nind, M. & Wearmouth, J. (1 4, 2005). Pedagogical Approaches that Effectively Include Children with Special Educational Needs in Mainstream Classrooms: A Systematic Literature Review. Symposium: Pedagogical Approaches for Inclusion: An Evidence Base?. In: International Special Education Congress. University of Strathclyde Orkutt, K. (n.d). Teaching text structure & more. [PowerPoint slides]. Retrieved from: http://www.literacyleader.com/sites/default/files/Text%20Structure%20GCHS.ppt.pdf Peterson, K. (2011). A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. Doctor Dissertations. Paper 448. Retrieved from: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1450&context=dissertations Pijil, S., Meijer C.,& Hegarty, S. (Eds.) (1997). Inclusive education: A global agenda. Londres: Routledge. Retrieved from: https://books.google.co.uk/books Phea. S.(2003). The writing teacher’s strategy guide. TTMS.ORG. Retrieved from: http://www.ttms.org/PDFs/01%20Writing%20Strategy%20Guide%20v001%20(Full).pdf Planton, S., Jucla, M., Roux, F. E., & Démonet, J. F. (2013). The “handwriting brain”: a meta-analysis of neuroimaging studies of motor versus orthographic processes. Cortex, 49(10), 2772-2787. Ramírez, E. (2015) 2015). Enhancing the development of the pre writing skills of a second graders’ group through the implementation of Project Based Learning . Universidad Pedagógica Nacional. Richards, J., & Nunan, D. (1990). Second language teacher education. Cambridge: Cambridge University Press. Robinson, L. K., & Howell, K. W. (2008). Best practices in curriculum-based evaluation & written expression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 439-452). Bethesda, MD: National Association of School Psychologists. Schunk, D. H. (2012) Teorías del aprendizaje. Una perspectiva educativa. Sexta edición. México: Pearson Educación. Retrieved September 7th, 2015, from https://www.academia.edu/8093359/sexta_edici%c3%93n_teor%c3%8das_del_aprendizaje Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306. Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Student-owned Strategies. Dubuque, IA: Kendall Hunt. Tomlinson, C. et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted. Tulbert, b.l. (1992). effect of a cognitive strategy on the writing ability of college students with learning disabilities. (ph.d thesis). University of Florida. UNESCO. (1994) The Salamanca statement and framework for action on special needs education. Retrieved September 11th , 2015, from http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf Underhill, A. (April 4th, 2016). Entrevista a Adrian Underhill. [Real Media file]] Retrieved from: http://blog.edinumen.es/index.php/2016/04/04/entrevista-a-adrian-underhill/ Zarazo, N. & Velásquez, J. (2012). Diseño de una propuesta de guía de aprendizaje para el primer grado de educación básica primaria en la asignatura de ciencias sociales para el colegio Cafam. (Bachelor thesis). Pontificia universidad javeriana
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spelling	Mellizo Guaqueta, NelsonÁlvarez García, Nidia Patricia2022-03-29T15:30:07Z2022-03-29T15:30:07Z2016TE-19869http://hdl.handle.net/20.500.12209/16990instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Estudio basado en los postulados de la investigación-acción desarrollada por medio de una propuesta pedagógica en el colegio de carácter público Técnico Domingo Faustino Sarmiento en la ciudad de Bogotá con estudiantes del curso 305 Básica Primaria. Sus edades oscilan entre los 8 y 10 años. Dicha propuesta se basa en la implementación de estrategias de instrucción para mejorar las habilidades de escritura por medio de autobiografías, en un salón inclusivo. Estas se relacionan directamente con los pasos necesarios (producción, organización, escritura, revisión y edición) para la escritura de textos. Algunas estrategias han sido adaptadas y otras propuestas por la docente investigadora. Lo anterior, siguiendo la instrucción diferenciada como pilar para la elección de temas, recursos, didáctica y enfoques como el Preview-Review-View y el Genre Base.Submitted by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-16T15:11:24Z No. of bitstreams: 1 TE-19869.pdf: 2258685 bytes, checksum: e7e387c9bb3519ae94865c379aafe7bb (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-17T18:20:04Z (GMT) No. of bitstreams: 1 TE-19869.pdf: 2258685 bytes, checksum: e7e387c9bb3519ae94865c379aafe7bb (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2022-03-29T15:30:07Z (GMT) No. of bitstreams: 1 TE-19869.pdf: 2258685 bytes, checksum: e7e387c9bb3519ae94865c379aafe7bb (MD5)Made available in DSpace on 2022-03-29T15:30:07Z (GMT). No. of bitstreams: 1 TE-19869.pdf: 2258685 bytes, checksum: e7e387c9bb3519ae94865c379aafe7bb (MD5) Previous issue date: 2016Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutobiografíasDificultades de aprendizajeInstructional strategiesLearning difficultiesInclusive classroomAutobiographiesInstructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAgenda escolar 2015. Colegio Técnico Domingo Faustino Sarmiento.Andrade, M. S, & Evans, N.W. (2013). Principles and practices for response in Second Language Writing: Development self-regulated learners. Routledge. New York and London. Retrieved from: https://books.google.com.co/booksAskasibar, M. (2015) 2015). Exploring the impact of the autobiographical story on learning English as a foreign language: Case study in the Primary classroom . Student Pulze, 7 (10). Retrieved from Retrieved from http://www.studentpulse.com/a?id=1249Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th Edition. PearsonBeers, J., Cramer, R., & Hammond, W.Dorsey. (1995). Spelling. Scottforesman.Bruner, Jerome. (1996). The culture of education. Cambridge, MA: Harvard University Press.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Burns, SN & Grove, SK. 2003. Understanding nursing research. 3rd edition. Philadelphia: Saunders. Chintu, C, Bhat, G, Luo, C, RavigliBuzan, T. (2001). What is a mind map?. Retrieved from: http://www.tonybuzan.com/about/mind-mapping/Carmichael, J.A., & Hale, J. (2015). Interventions for Students with Writing Disabilities. Retrieved from:http://www.ldatschool.ca/literacy/developing-interventions-for-students-with-writing-disabilities-addressing-the-most-complex-academic-problem/Carr, J. & Bertrando, S. (2012) Teaching English Learners and Students with Learning Difficulties in an inclusive classroom https://books.google.com.co/Castaño, G.J. (2014). Diseño de un formato para la planeación de clase que articula: referentes de calidad y el saber pedagógico y disciplinar. (Master thesis). Universidad Nacional de Colombia. Medellín, Colombia.Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Fifth edition. Routledge.Crystal, D. (2005). Speaking of Writing and Writing of Speaking . Longman L anguage Review.Davey, B.,& Davis, H. (2014). Tech tools for improving students literacy. Routledge.De Mejía, Truscott, A.M., Ordoñez, C., & Fonseca, L. (2006). Lineamientos para la educación bilingüe en Colombia: hacia una política coherente. Centro de Investigación y Formación en Educación Universidad de los Andes. BogotáDenzin, N. and Lincoln, Y. (Eds). (2005). The SAGE Handbook of Qualitative Research. Third Edition. SAGE Publications. Retrieved from: https://books.google.com.co/booksDíaz, E.J. (2016). Perceptions of ELF teachers on Special Educational Needs in Cundinamarca, Colombia. The University of Edimburgh. Scotland. MSc Inclusive and Special EducationDivita, D. (2011). Objects as artifacts: synchronic convergence in multilingual contexts. Apples – Journal of Applied Language Studies. Vol. 5, 1, p. 13–26Duffourd, E. & Lessard, A. (2015).Writing an Autobiography: A Reflective Strategy to Improve Literacy Skills. Retrieved from: http://www.ldatschool.ca/literacy/autobiographies/Englert, C.S., Raphael, T., Anderson, L., Anthony, H. & Stevens, D. (1991). Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms. DOI:10.3102/00028312028002337Firkins, A., Forey, G.,& Sengupta, S. (2007). A Genre-Based Literacy Pedagogy: Teaching Writing to Low Proficiency EFL Students. English Language Teaching Journa.lF. T. Decker. (2000). Light up your reading- Define your words. Cheectowaga-sloan Handbook of Practical Reading and Writing Strategies. P.12. (Cheektowaga: Sloan Union Free School District, 2000).Gibson,Sarah.(n.d).Teaching writing. Retrieved from: http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html?main-tab=1#main-tabsGuatavita, C. (2014). Project work environment: an alternative to improve writing skills fosteri ng the use of grammar in third grade students at the Liceo Femenino Mercedes Nariño. Bachelor thesis. Universidad Pedagogica Nacional, Bogota, Colombia.Haylock, D. (1992) Meeting the special needs of mathematical low attainders in the primary school. In: Jones, K. & Charlton, T. (Ed). Learning difficulties in primary classrooms. Delivering the whole curriculum. Kevin Jones and Tony Charlton (Ed). Routledg London. (p.116)Johnson, R. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Fifth Edition). London: SAGE Publications, IncKemmins, S. & McTaggart, R. (Eds.).(1988). The action research planner.3rd edition. Geelong: Deakin University Press.Koeze, P. (2007), Differentiated Instruction: The Effect on Student Achievement in an Elementary School. Master's Theses and Doctoral Dissertations. Paper 31. Retrieved from: http://commons.emich.edu/ci/viewcontent.cgi?article=1030&context=thesesKrashen, K. (2013). Second Language Acquisition Theory, Applications and Some Conjectures. Cambridge University Press.Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. Second Edition. SAGE.Lauzon, N. (2014). The Cop strategy . Learning Disabilities Association of Ontario’s (LDAO).Retrieved from http://ldatschool.ca/literacy/the cops editing strategy/Lejeune, P. (1982). Chapter I, The Autobiographical pact. In: Eakin, J.P. (Ed.), On Autobiography. (pp.3 30). Unive rsity of Minnesota Press, Minneapolis.Mariga, L., McConkey, R.,& Myezwa, H. (2014). Inclusive Education in Low-Income Countries A resource book for teacher educators, parent trainers and community development workers. Published by Atlas Alliance.McCormick, S. (1995). Instructing students who have Literacy problems. Englewood Cliffs, NJ: Merrill. Second EditionMartínez, N. (2011). Aprender jugando y juguete adecuado. Innovación y experiencias educativas. Retrieved from: http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_38/NATALIA_MARTINEZ_URBANO_01.pdfMarulanda, G. (1995). El método Preview-Review en la enseñanza-aprendizaje de las mátemáticas en un contexto bilingüe. (Bachelor Thesis).Mata, F. S. (2000). Necesidades educativas especiales en la expresión escrita. Granada: Universidad de Granada.Mata, F.S. & Gutiérrez. R. (2005). Atención educativa al alumnado con dificultades en lectura y escritura. Ediciones AljibeMayring, Philipp (June, 2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Retrieved from: http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204.Ministerio de Educación Nacional. (2006) Fundamentación conceptual para la atención en el servicio educativo a estudiantes con Necesidades Educativas Especiales. Guía No 12.Moreno, P. (n.d). Supporting language instruction in the bilingual classroom. Retrieved from: http://www.ectorcountyisd.org/cms/lib011/TX01000975/centricity/Domain/14/ImplementingPVR.pdfMontaño, J. (2011). Inclusive classrooms: requirements, implications and limitations. 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Instructional strategies to enhance writing skills trough autobiographies since an inclusive classroom.

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