Gamified phonics instruction developing second graders’ pre-reading process.
This document presents a didactic and innovative proposal focused on providing young learners an alternative to producing proper English vowel sounds to foster phonemic awareness and the development of pre-reading skills in early literacy processes. The main goal of this project is to propose a peda...
- Autores:
-
González Salazar, Leslie Yineth
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/17921
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/17921
- Palabra clave:
- Conciencia fonológica
Gamificación
Proceso de pre-lectura
Instrucción fonética
Phonemic awareness
Gamification
Pre-reading process
Phonics instruction
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Gamified phonics instruction developing second graders’ pre-reading process. |
| title |
Gamified phonics instruction developing second graders’ pre-reading process. |
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Gamified phonics instruction developing second graders’ pre-reading process. Conciencia fonológica Gamificación Proceso de pre-lectura Instrucción fonética Phonemic awareness Gamification Pre-reading process Phonics instruction |
| title_short |
Gamified phonics instruction developing second graders’ pre-reading process. |
| title_full |
Gamified phonics instruction developing second graders’ pre-reading process. |
| title_fullStr |
Gamified phonics instruction developing second graders’ pre-reading process. |
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Gamified phonics instruction developing second graders’ pre-reading process. |
| title_sort |
Gamified phonics instruction developing second graders’ pre-reading process. |
| dc.creator.fl_str_mv |
González Salazar, Leslie Yineth |
| dc.contributor.advisor.none.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.none.fl_str_mv |
González Salazar, Leslie Yineth |
| dc.subject.spa.fl_str_mv |
Conciencia fonológica Gamificación Proceso de pre-lectura Instrucción fonética |
| topic |
Conciencia fonológica Gamificación Proceso de pre-lectura Instrucción fonética Phonemic awareness Gamification Pre-reading process Phonics instruction |
| dc.subject.keywords.eng.fl_str_mv |
Phonemic awareness Gamification Pre-reading process Phonics instruction |
| description |
This document presents a didactic and innovative proposal focused on providing young learners an alternative to producing proper English vowel sounds to foster phonemic awareness and the development of pre-reading skills in early literacy processes. The main goal of this project is to propose a pedagogical and didactic design using gamified phonics instruction to improve second-graders’ pre-reading skills. The use of gamification and phonics instruction may have significant and relevant benefits for young learners when learning EFL. The project is designed for second-grade students in public schools in Colombia. This proposal is divided into five chapters in which the problem, the theoretical framework, the methodological design, the instructional design organized in three cycles, and a number of implications for the agents involved in the proposal are presented. |
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2022 |
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2023-01-23T20:12:15Z |
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2023-01-23T20:12:15Z |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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reponame: Repositorio Institucional UPN |
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eng |
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eng |
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Aguilera, J. S. (2021). Creating a situated diary through multimodal texts: a genre-based approach. [Bachelor 's degree, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/16651 Álvarez, R. D., Andrade, Ch. L., & Beltrán, H. M. (2016). Pronunciation improvement in EFL young learners through phonics instruction. Praxis, 12, 52-62. Araya, R., Arias, E., Bottan, N., & Cristia, C. (2019). Does Gamification in Education Work?. Experimental evidence from Chile, Inter-American Development Bank (IDB), Washington, DC, DOI: http://dx.doi.org/10.18235/0001777 Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), 32–39. Assan, H., Asya’ari. N & Yunus, M. (2019). Phonic Game as an Approach to Improve Letters Recognition Skills. International Journal of Scientific and Research Publications (IJSRP), 9(1), 725 – 730. 10.29322/IJSRP.9.01.2019.p8590 Bergsmann, Lüftenegger, Jöstl, Schober & Spiel. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences 26(2013), 131-138. Bridges, L. (2013). Early Literacy. In Make Every Student Count: Family and Community Engagement Research Compendium. (pp. 9-33). Scholastic. Brown, C. S. (2014). Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers. Language and Literacy Spectrum, 24, 35-49. Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez & L. Beveridge (Eds.), The alphabetic principle and beyond (pp. 49-67). Newtown, NSW: Primary English Teaching Association Australia. Campbell, S. (2020). Education and Curriculum Reform: The Impact They Have On Learning. Budapest international research and critics in linguistics and education, 3(2), 1074-1082. Retrieved from https://doi.org/10.33258/birle.v3i2.1036 Chomsky, N. (1965). Aspects of the Theory of Syntax. Madrid. 1975. Clavijo, A. (2016). La enseñanza del inglés en la escuela primaria: algunos problemas críticos. Colombian Applied Linguistics Journal, 18(1), 7-9. https://doi.org/10.14483/calj.v18n1.aa00 Correa, D., & González, A. (2016). English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies. Education Policy Analysis, 24(83). 1-30. http://dx.doi.org/10.14507/epaa.24.2459 de Mejía, A.M., (2009). Teaching English to Young Learners in Colombia: Policy, Practice and Challenges. Mextesol Journal, 33(1). 103-113. Delgado, J. & Chapetón, M. (2015). Getting the Picture of Iconography: An innovative way to teach English to young learners. Bogotá: Editorial Aula de Humanidades. DeNobile, G. M., (2021). The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener’s Decoding Skills. [Master’s degree, William Paterson University]. ProQuest Dissertations Publishing. https://www.proquest.com/openview/0fe64e7aaafbba40c4ad35daa0c6eef5/1?pq-origsite=gscholar&cbl=18750&diss=y Farida, N. N. (2020) Early Childhood Teachers’ Teaching Phonics Strategies and their Reported Beliefs to Assist Prior to School Students’ Emergent Literacy in Acquiring English Alphabetic Knowledge as a Foreign Language: a Case Study of the Early Years Teachers at Bee Bee Gym Babies and Toddlers School Semarang in the Academic Year of 2018/2019. [Under Graduates thesis, Universitas Negeri Semarang]. Figueroa, J. F., (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27. González, A., (2010). English and English teaching in Colombia. In Kirkpatrick, A. (Ed.) The Routledge Handbook of World Englishes. (pp. 332-351). Routledge. International Literacy Association. (2018). Explaining Phonics Instruction: an Educator’s Guide. [Literacy leadership brief]. Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Proceedings of 9th International Balkan Education and Science Conference, 21(1), 32-39. Kogabayev, T. & Maziliauskas, A. (2017). The definition and classification of innovation. Holistica–Journal of Business and Public Administration, 8(1), 59-72. Lailiyah, M., Wediyantoro, P., & Yustisia, K. (2019). Pre-Reading strategies on Reading comprehension of EFL Students. EnJourMe (English Journal Of Merdeka): Culture, Language, And Teaching Of English, 4(2). DOI: 10.26905/enjourme.v4i2.3954 Larasati, Q. I., Cahyaningtyas, A., Mangzila, A., Firawati, A. A., Munirotul, S., & Lesmana, I. (2019). The Role and Function of Teachers in Improving Effective Learning in Classes. Atlantis Press, 381. 13-17. DOI:10.2991/coema-19.2019.4 Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2), 1-5. Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 0(12). DOI: 10.15446/male.n12.73267 Lindahl, K., & Sayer, P. (2018). Early EFL Instruction and L1 Literacy. Colombian Applied Linguistics Journal, 20(2), 184-194. https://doi.org/10.14483/22487085.12900 Lopez, L., Camargo, G., Duque, C., Ariza, E., Ávila, M., & Kemp, S. (2013). Pre-reading skills of preschool students in the Colombian Caribbean region. Revista del Instituto de Estudios en Educación Universidad del Norte, (19). 2-20. Luu, T. (2011). Teaching writing through genre-based approach. BELT Journal 2(1). DOI:10.4304/tpls.1.11.1471-1478 Manzano, A., Camacho, P., Guerrero, M., Guerrero, L., Aguilar, J., Trigueros, R., & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247 Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal, 19(3), 25-49. Mendivelso, Y. P. (2020). Explicit and Systematic Phonics Instruction: An adventure with English Vowel Sounds. [Bachelor 's degree, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12157 Melesse, S. (2019). Effects of reading strategies on first grade children’s phonic performance. The Internet Journal Language, Culture and Society, 1(46), 71-79. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional. (2020, May 21). Sistema Educativo Colombiano. https://www.mineducacion.gov.co/portal/Educacion-superior/Sistema-de-Educacion-Superior/231235:Sistema-Educativo-Colombiano#:~:text=El%20Sistema%20Educativo%20Colombiano%20lo,Trabajo%20y%20el%20Talento%20Humano Moniek, M.H, Segers, E., & Verhoeven, L. (2017). Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia. Dyslexia: an International Journal of Research and Practice 23, 141-160. https://doi.org/10.1002/dys.1556 Nagesh, R. G., Manjunath, S. M., Dharmaraj, B., & Shrish, P. (2016). A comparative study of the learning styles among 1st, 2nd, and final year MBBS students. International Journal of Basic & Clinical Pharmacology, 5(6), 2341-2344. NEALS. (2009). Literacy teaching guide: Phonics. Licensed Under NEALS. https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf Neuman S. (2014). Explaining and understanding early literacy. Investigaciones sobre Lectura (2), 7-14. DOI:10.37132/isl.v0i2.1 Omile, J. C. (2021). Improving Achievement of Primary School Pupils in Reading using Phonics Instructional Approach. Journal of Critical Reviews, 8(2), 253-261. DOI: 10.31838/jcr.08.02.29 Páez, M., & Rinaldi, C. (2006). Predicting English word reading skills for Spanish-speaking students in first grade. Topics in Language Disorders, 26(4), 338-350. Patarroyo, K. S. (2021). Blogs: a situated learning experience to enhance students’ writing skills. [Bachelor 's degree, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/13425 Pazeto, T. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2020). Prediction of Reading and Writing in Elementary Education through Early Childhood Education. Psicologia: Ciência e Profissão, 40, 1-14. Pérez, E. (2021). Developing Students’ Ability to Decode Sounds and Improving Their Reading and Oral Production through the Jolly Phonics Method at Cartagena International School. [Masters degree, Universidad de Caldas]. Repositorio Universidad de Caldas. https://repositorio.ucaldas.edu.co/handle/ucaldas/17400 Rabah, J., Cassidy, R., & Beauchemin, R. (2018). Gamification in education: Real benefits or edutainment? European Conference on eLearning. DOI:10.13140/RG.2.2.28673.56162 Rabiah, S. (2018). Language as a Tool for Communication and Cultural Reality Discloser. https://doi.org/10.31227/osf.io/nw94m Rogers, E. (1983). Diffusion of innovations. The Free Press. Third Edition. New York. Sangia, R. A. (2018). The Process and Purpose of Reading. https://doi.org/10.31227/osf.io/2jnf8 Sanjaya, D., Rahmah, Sinulingga, J., Aziz, A., & Yusuf, M. (2014). Methods of Teaching Reading to EFL Learners: A Case Study. International Journal of Education & Literacy Studies, 2(2). 9-14. Sirbu, A. (2015). The Significance of Language as a Tool of Communication. Mircea cel Batran, Naval Academy Press. 18(2). DOI:10.21279/1454-864X Sitthitikul, P. (2014). Theoretical Review of Phonics Instruction for Struggling/Beginning Readers of English. Journal of Language Teaching and Learning in Thailand, 48, 113-126. Su, S.W. (2012). The various concepts of curriculum and the factors involved in curricula-making. Journal of Language Teaching and Research, 3(1), 153–158. https://doi.org/10.4304/jltr.3.1.153-158 Tassoni, P. (2016). National Children's Play, Learning and Development Student Book. London: Pearson Education. Vanderlick, K. (1995). A Vision of the Classroom. ALMANAC 42(9). 16. https://almanac.upenn.edu/archive/v42pdf/102495.pdf Walder, A. M. (2014). The Concept of Pedagogical Innovation in Higher Education. Education journal, 3(3), 195–202. DOI:10.11648/j.edu.20140303.22 Wang, J. J. Y., & Lee, J. A. C. (2020). Alphabetic Knowledge and Phonological Awareness: A comparison between Malaysian Preschool Children from Public and Private Kindergartens. Journal of Cognitive Sciences and Human Development, 6(2), 1–15. https://doi.org/10.33736/jcshd.2200.2020 Xhemajli, A. (2016). The Role of the Teacher in Interactive Teaching. International Journal of Cognitive Research in Science, Engineering and Education, 4(1). 31-38. DOI:10.5937/IJCRSEE1601031X Yepes, R. A. (2021). Enhancing situated written narratives through prewriting techniques: A genre-based approach. [Bachelor 's degree, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/16654 |
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Montaño Moreno, JohannaGonzález Salazar, Leslie YinethColombia2023-01-23T20:12:15Z2023-01-23T20:12:15Z2022http://hdl.handle.net/20.500.12209/17921instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This document presents a didactic and innovative proposal focused on providing young learners an alternative to producing proper English vowel sounds to foster phonemic awareness and the development of pre-reading skills in early literacy processes. The main goal of this project is to propose a pedagogical and didactic design using gamified phonics instruction to improve second-graders’ pre-reading skills. The use of gamification and phonics instruction may have significant and relevant benefits for young learners when learning EFL. The project is designed for second-grade students in public schools in Colombia. This proposal is divided into five chapters in which the problem, the theoretical framework, the methodological design, the instructional design organized in three cycles, and a number of implications for the agents involved in the proposal are presented.Submitted by Leslie Gonzalez (lygonzalezs@upn.edu.co) on 2022-11-29T03:25:43Z No. of bitstreams: 2 Gamified Phonics Instruction Developing second graders’ pre-reading process (2) (1).pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 296033 bytes, checksum: 518d959fb66d87eb58a84a268e0825fa (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto falta el punto final en el título de la metada, en la fecha solo debe ir el año, las palabras claves iniciales van en español y luego sí las Keywords. Por favor ajuste y vuelva a enviar. on 2022-11-29T13:56:39Z (GMT)Submitted by Leslie Gonzalez (lygonzalezs@upn.edu.co) on 2022-11-29T14:06:51Z No. of bitstreams: 2 Gamified Phonics Instruction Developing second graders’ pre-reading process (2) (1).pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 296033 bytes, checksum: 518d959fb66d87eb58a84a268e0825fa (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado en tanto el título no cuenta con el punto final en la metadata y no esta el nombre completo de la asesora. on 2022-11-29T16:58:54Z (GMT)Submitted by Leslie Gonzalez (lygonzalezs@upn.edu.co) on 2022-11-30T13:14:01Z No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado.pdf: 606415 bytes, checksum: 6c098cb9b09162d9e0472620e73abd8d (MD5) Gamified Phonics Instruction.pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-12-01T00:11:31Z (GMT) No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado.pdf: 606415 bytes, checksum: 6c098cb9b09162d9e0472620e73abd8d (MD5) Gamified Phonics Instruction.pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-01-23T20:12:15Z (GMT) No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado.pdf: 606415 bytes, checksum: 6c098cb9b09162d9e0472620e73abd8d (MD5) Gamified Phonics Instruction.pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5)Made available in DSpace on 2023-01-23T20:12:15Z (GMT). No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado.pdf: 606415 bytes, checksum: 6c098cb9b09162d9e0472620e73abd8d (MD5) Gamified Phonics Instruction.pdf: 4333408 bytes, checksum: c73cc1335e28f8808c053ec6472704cc (MD5) Previous issue date: 2022Licenciado 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 InternationalConciencia fonológicaGamificaciónProceso de pre-lecturaInstrucción fonéticaPhonemic awarenessGamificationPre-reading processPhonics instructionGamified phonics instruction developing second graders’ pre-reading process.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAguilera, J. S. (2021). Creating a situated diary through multimodal texts: a genre-based approach. [Bachelor 's degree, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/16651Álvarez, R. D., Andrade, Ch. L., & Beltrán, H. M. (2016). Pronunciation improvement in EFL young learners through phonics instruction. Praxis, 12, 52-62.Araya, R., Arias, E., Bottan, N., & Cristia, C. (2019). Does Gamification in Education Work?. Experimental evidence from Chile, Inter-American Development Bank (IDB), Washington, DC, DOI: http://dx.doi.org/10.18235/0001777Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), 32–39.Assan, H., Asya’ari. N & Yunus, M. (2019). Phonic Game as an Approach to Improve Letters Recognition Skills. International Journal of Scientific and Research Publications (IJSRP), 9(1), 725 – 730. 10.29322/IJSRP.9.01.2019.p8590Bergsmann, Lüftenegger, Jöstl, Schober & Spiel. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences 26(2013), 131-138.Bridges, L. (2013). Early Literacy. In Make Every Student Count: Family and Community Engagement Research Compendium. (pp. 9-33). Scholastic.Brown, C. S. (2014). Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers. Language and Literacy Spectrum, 24, 35-49.Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez & L. Beveridge (Eds.), The alphabetic principle and beyond (pp. 49-67). Newtown, NSW: Primary English Teaching Association Australia.Campbell, S. (2020). Education and Curriculum Reform: The Impact They Have On Learning. Budapest international research and critics in linguistics and education, 3(2), 1074-1082. 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