Balanced literacy approach in second graders’ english literacy skills.
Trabajo de grado que expone el desarrollo de una investigación acción cuya meta es establecer la influencia del enfoque de literacidad balanceada sobre las habilidades de lectoescritura en estudiantes de segundo grado del colegio Prado Veraniego. Es una investigación educativa en la que se utiliza u...
- Autores:
-
Esguerra Huertas, Luis Fernando
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/9982
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/9982
- Palabra clave:
- Colegio Prado Veraniego I.E.D.- Educación básica primaria - Bogotá
Enfoque de literacidad balanceada
Lectoescritura - Fortalecimiento
Lectoescritura
Vocabulario - Adquisición
Lectura y escritura
Enseñanza del inglés
Investigación acción - Metodología
Enfoques pedagógicos - Literacidad balanceada
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Balanced literacy approach in second graders’ english literacy skills. |
| title |
Balanced literacy approach in second graders’ english literacy skills. |
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Balanced literacy approach in second graders’ english literacy skills. Colegio Prado Veraniego I.E.D.- Educación básica primaria - Bogotá Enfoque de literacidad balanceada Lectoescritura - Fortalecimiento Lectoescritura Vocabulario - Adquisición Lectura y escritura Enseñanza del inglés Investigación acción - Metodología Enfoques pedagógicos - Literacidad balanceada |
| title_short |
Balanced literacy approach in second graders’ english literacy skills. |
| title_full |
Balanced literacy approach in second graders’ english literacy skills. |
| title_fullStr |
Balanced literacy approach in second graders’ english literacy skills. |
| title_full_unstemmed |
Balanced literacy approach in second graders’ english literacy skills. |
| title_sort |
Balanced literacy approach in second graders’ english literacy skills. |
| dc.creator.fl_str_mv |
Esguerra Huertas, Luis Fernando |
| dc.contributor.advisor.spa.fl_str_mv |
Buitrago Escobar, Zulma Rocío |
| dc.contributor.author.spa.fl_str_mv |
Esguerra Huertas, Luis Fernando |
| dc.subject.spa.fl_str_mv |
Colegio Prado Veraniego I.E.D.- Educación básica primaria - Bogotá Enfoque de literacidad balanceada Lectoescritura - Fortalecimiento Lectoescritura Vocabulario - Adquisición Lectura y escritura Enseñanza del inglés Investigación acción - Metodología Enfoques pedagógicos - Literacidad balanceada |
| topic |
Colegio Prado Veraniego I.E.D.- Educación básica primaria - Bogotá Enfoque de literacidad balanceada Lectoescritura - Fortalecimiento Lectoescritura Vocabulario - Adquisición Lectura y escritura Enseñanza del inglés Investigación acción - Metodología Enfoques pedagógicos - Literacidad balanceada |
| description |
Trabajo de grado que expone el desarrollo de una investigación acción cuya meta es establecer la influencia del enfoque de literacidad balanceada sobre las habilidades de lectoescritura en estudiantes de segundo grado del colegio Prado Veraniego. Es una investigación educativa en la que se utiliza una estrategia pedagógica como base de la propuesta. Se utilizan diferentes actividades basadas en las etapas del enfoque de literacidad balanceada y se analizan las habilidades de escritura y de lectura de los estudiantes en la clase de inglés. Los resultados de este estudio demuestran que el uso de este enfoque beneficia a los estudiantes en términos de adquisición de vocabulario y desarrollo de habilidades de lectura escritura y conocimiento en fonética. |
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2017 |
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2017 |
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2019-07-23T13:25:13Z |
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2019-07-23T13:25:13Z |
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Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Carr, K., & Kalmbach Phillips, D. (2010). Becoming a teacher through action research. New York: Taylor and Francis E-library. Carr, M. E. (2007). Effects of Balanced Literacy and Skills-Based Programs on Beginning Reading Achievement (Ph.D., Walden University, Minnesota). Retrieved from: http://search.proquest.com/docview/304764699?pq-origsite=gscholar Canale, G. (2012). La Adquisición De /V/ En La Interfonología Español-Inglés: Un Estudio Sociolingüístico De Estudiantes Montevideanos. ELIA (12). 153-180 Díaz, D. (2013). English' learners ability to construct meaning and thinking skills implementing the Balanced Literacy Approach. Bogotá: Universidad Pedagógica Nacional. Ely, M. (1991). Doing qualitative research: circles within circles. London, Philadelphia. Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH. Heinemann. Fry, M. & Uzell, A. (2014). A House for a Mouse. Retrieve from: https://freekidsbooks.org/bookview/842/. Handson & F.M. Padua (2011) Teaching vocabulary explicitely. Pacific Resources for Education and Learning: http://prel.org/wp-content/uploads/2014/06/vocabulary_lo_res.pdf Harrell, M. B. (2009). Data Collection Methods, Semi-Structured Interviews and focus group. Santa Monic CA. USA: RAND corporation. Retrieved from: http://www.dtic.mil/dtic/tr/fulltext/u2/a512853.pdf Infante M. I. & Letelier M. E. (2013). Alfabetización y Educación. Lecciones desde la práctica innovadora en américa latina y el caribe. Chile: UNESCO. Kalmbach, D. & Carr, K. (2010). Becoming a teacher through action research. New York: Routledge. Kemmis, S. & Mctaggart, R. (1988). The action research planner. Geelong, Victoria: Deakin University Press. Keyton, J. (2011). Communication and organizational culture: A key to understanding work experience. Thousand Oaks: CA Sage. Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. In Gist Education and Learning Research Journal (5), 25-49. Retrieved from http://files.eric.ed.gov/fulltext/EJ1062615.pdf MEN (2006). Estándares Básicos de Competencias en Lengua Extranjera. Inglés. Bogotá: Ministerio de Educación Nacional. Metropolitan Nashville Public Schools (2012). Balanced Literacy Reference Guide. Retrieved from http://mnps2010.wikispaces.com/file/view/Balanced Literacy Reference Guide 2012.pdf Monaghan, C. (2007). Effective strategies for teaching writing. (Unpublished master's degree project) The evergreen State College. Washington U.S.A. Muñoz, A., Gaviria, S. & Palacio, M. (2006). Guidelines for Teaching and Assessing Writing. Medellín: http://publicaciones.eafit.edu.co/index.php/cuadernosinvestigacion/article/viewFile/1299/1171 Mustard seed books (2011). I see colors. Retrieved from: www.mustardseedbooks.org NSW Department of Education and Training (2009) literacy teaching guide: Phonics. NSW: https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teachingguide-phonics.pdf Nagy, W. E. (1988). Vocabulary Instruction and Reading Comprehension. Champaign, Illinois: University of Illinois at Urbana-Champaign O’Day, J. (2009). Good instruction is good for everyone – Or is it? English language learners in a Balanced Literacy Approach. In Journal of Education for Students Placed at Risk (JESPAR), 14(1), 97-119. Organisation for Economic Co-operation and Development (OECD) (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Paris: Author. Patzelt, K. E. (1995). Principles of Whole Language and Implications for ESL Learners. Retrieved from ERIC database (CS012636) Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press. Rowan, J. A. (2016). Using Literacy Centers to Support a Balanced Literacy Program in a Pre-K Classroom. School of Education Student Capstones and Dissertations. Paper 4210. Retrieved from http://digitalcommons.hamline.edu/hse_all/4210/ Shaw, D. & Hurst, K. (2012). A Balanced Literacy Initiative for One Suburban School District in the United States. Education Research International. Sosa, Y. & López, A. (12 de 2002). Developing emergent biliteracy: Guiding principles for instruction. Bogotá: Universidad Distrital Francisco José de Caldas. Taylor, M. (2002). Action Research in Workplace Education: A Handbook for Literacy Instructors. Retrieved from: http://jewlscholar.mtsu.edu/bitstream/handle/mtsu/4447/Thompson_mtsu_0170E_10372.p df?sequence=1 Thompson, P. S. (2015). Scaffolding emergent literacy skills in pre-kindergarten through writing instruction. (Ph.D., Middle Tennessee State University, Tennessee) Retrieved from: https://www.readingrecovery.org/wp-content/uploads/2017/03/LTL_3.2-BodrovaLeong.pdf Trehearne, M. (2003). Comprehensive Literacy Resource for Kindergarten Teachers. Vernon Hills, IL: ETA/Cuisenaire. Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press. Vera, E., Chapetón, C. & Buitrago, Z. (2016). An Informed and Reflective Approach to Language Teaching and Materials Design. Bogotá: In press. Whitaker, A. (2009). Academic writing guide, a step by step guide to writing academic papers. Bratislava: City University of Seattle Yusuf, H. O. & Enesi, A. O. (2012). Using sound in teaching reading in early childhood education. Journal of Language Teaching and Research. Zogovic,V. (2011). All about Apples. Retrieved from: https://freekidsbooks.org/bookview/439/ |
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Buitrago Escobar, Zulma RocíoEsguerra Huertas, Luis Fernando2019-07-23T13:25:13Z2019-07-23T13:25:13Z2017TE-21473http://hdl.handle.net/20.500.12209/9982instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado que expone el desarrollo de una investigación acción cuya meta es establecer la influencia del enfoque de literacidad balanceada sobre las habilidades de lectoescritura en estudiantes de segundo grado del colegio Prado Veraniego. Es una investigación educativa en la que se utiliza una estrategia pedagógica como base de la propuesta. Se utilizan diferentes actividades basadas en las etapas del enfoque de literacidad balanceada y se analizan las habilidades de escritura y de lectura de los estudiantes en la clase de inglés. Los resultados de este estudio demuestran que el uso de este enfoque beneficia a los estudiantes en términos de adquisición de vocabulario y desarrollo de habilidades de lectura escritura y conocimiento en fonética.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-20T13:14:03Z No. of bitstreams: 1 TE-21473.pdf: 1830228 bytes, checksum: dc4c226ff075f58dca8832e4c1a19246 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-07-23T13:25:13Z (GMT) No. of bitstreams: 1 TE-21473.pdf: 1830228 bytes, checksum: dc4c226ff075f58dca8832e4c1a19246 (MD5)Made available in DSpace on 2019-07-23T13:25:13Z (GMT). No. of bitstreams: 1 TE-21473.pdf: 1830228 bytes, checksum: dc4c226ff075f58dca8832e4c1a19246 (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 Prado Veraniego I.E.D.- Educación básica primaria - BogotáEnfoque de literacidad balanceadaLectoescritura - FortalecimientoLectoescrituraVocabulario - AdquisiciónLectura y escrituraEnseñanza del inglésInvestigación acción - MetodologíaEnfoques pedagógicos - Literacidad balanceadaBalanced literacy approach in second graders’ english literacy skills.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.Carr, K., & Kalmbach Phillips, D. (2010). Becoming a teacher through action research. New York: Taylor and Francis E-library.Carr, M. E. (2007). Effects of Balanced Literacy and Skills-Based Programs on Beginning Reading Achievement (Ph.D., Walden University, Minnesota). Retrieved from: http://search.proquest.com/docview/304764699?pq-origsite=gscholarCanale, G. (2012). La Adquisición De /V/ En La Interfonología Español-Inglés: Un Estudio Sociolingüístico De Estudiantes Montevideanos. ELIA (12). 153-180Díaz, D. (2013). English' learners ability to construct meaning and thinking skills implementing the Balanced Literacy Approach. Bogotá: Universidad Pedagógica Nacional.Ely, M. (1991). Doing qualitative research: circles within circles. London, Philadelphia.Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH. Heinemann.Fry, M. & Uzell, A. (2014). A House for a Mouse. Retrieve from: https://freekidsbooks.org/bookview/842/.Handson & F.M. Padua (2011) Teaching vocabulary explicitely. Pacific Resources for Education and Learning: http://prel.org/wp-content/uploads/2014/06/vocabulary_lo_res.pdfHarrell, M. B. (2009). Data Collection Methods, Semi-Structured Interviews and focus group.Santa Monic CA. USA: RAND corporation. Retrieved from: http://www.dtic.mil/dtic/tr/fulltext/u2/a512853.pdfInfante M. I. & Letelier M. E. (2013). Alfabetización y Educación. Lecciones desde la práctica innovadora en américa latina y el caribe. Chile: UNESCO.Kalmbach, D. & Carr, K. (2010). Becoming a teacher through action research. New York: Routledge.Kemmis, S. & Mctaggart, R. (1988). The action research planner. Geelong, Victoria: Deakin University Press.Keyton, J. (2011). Communication and organizational culture: A key to understanding work experience. Thousand Oaks: CA Sage.Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. In Gist Education and Learning Research Journal (5), 25-49. Retrieved from http://files.eric.ed.gov/fulltext/EJ1062615.pdfMEN (2006). Estándares Básicos de Competencias en Lengua Extranjera. Inglés. Bogotá: Ministerio de Educación Nacional.Metropolitan Nashville Public Schools (2012). Balanced Literacy Reference Guide. Retrieved from http://mnps2010.wikispaces.com/file/view/Balanced Literacy Reference Guide 2012.pdfMonaghan, C. (2007). Effective strategies for teaching writing. (Unpublished master's degree project) The evergreen State College. Washington U.S.A.Muñoz, A., Gaviria, S. & Palacio, M. (2006). Guidelines for Teaching and Assessing Writing. Medellín: http://publicaciones.eafit.edu.co/index.php/cuadernosinvestigacion/article/viewFile/1299/1171Mustard seed books (2011). I see colors. Retrieved from: www.mustardseedbooks.orgNSW Department of Education and Training (2009) literacy teaching guide: Phonics. NSW: https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teachingguide-phonics.pdfNagy, W. E. (1988). Vocabulary Instruction and Reading Comprehension. Champaign, Illinois: University of Illinois at Urbana-ChampaignO’Day, J. (2009). Good instruction is good for everyone – Or is it? English language learners in a Balanced Literacy Approach. In Journal of Education for Students Placed at Risk (JESPAR), 14(1), 97-119.Organisation for Economic Co-operation and Development (OECD) (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Paris: Author.Patzelt, K. E. (1995). Principles of Whole Language and Implications for ESL Learners. Retrieved from ERIC database (CS012636)Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.Rowan, J. A. (2016). Using Literacy Centers to Support a Balanced Literacy Program in a Pre-K Classroom. School of Education Student Capstones and Dissertations. Paper 4210. Retrieved from http://digitalcommons.hamline.edu/hse_all/4210/Shaw, D. & Hurst, K. (2012). A Balanced Literacy Initiative for One Suburban School District in the United States. Education Research International.Sosa, Y. & López, A. (12 de 2002). Developing emergent biliteracy: Guiding principles for instruction. Bogotá: Universidad Distrital Francisco José de Caldas.Taylor, M. (2002). Action Research in Workplace Education: A Handbook for Literacy Instructors. Retrieved from: http://jewlscholar.mtsu.edu/bitstream/handle/mtsu/4447/Thompson_mtsu_0170E_10372.p df?sequence=1Thompson, P. S. (2015). Scaffolding emergent literacy skills in pre-kindergarten through writing instruction. (Ph.D., Middle Tennessee State University, Tennessee) Retrieved from: https://www.readingrecovery.org/wp-content/uploads/2017/03/LTL_3.2-BodrovaLeong.pdfTrehearne, M. (2003). Comprehensive Literacy Resource for Kindergarten Teachers. Vernon Hills, IL: ETA/Cuisenaire.Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press.Vera, E., Chapetón, C. & Buitrago, Z. (2016). An Informed and Reflective Approach to Language Teaching and Materials Design. Bogotá: In press.Whitaker, A. (2009). Academic writing guide, a step by step guide to writing academic papers. Bratislava: City University of SeattleYusuf, H. O. & Enesi, A. O. (2012). Using sound in teaching reading in early childhood education. Journal of Language Teaching and Research.Zogovic,V. (2011). All about Apples. Retrieved from: https://freekidsbooks.org/bookview/439/THUMBNAILTE-21473.pdf.jpgTE-21473.pdf.jpgIM Thumbnailimage/jpeg2842http://repository.pedagogica.edu.co/bitstream/20.500.12209/9982/3/TE-21473.pdf.jpg9f917dbd6ca61ddd69eb50fcccf137a7MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/9982/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21473.pdfTE-21473.pdfapplication/pdf1830228http://repository.pedagogica.edu.co/bitstream/20.500.12209/9982/1/TE-21473.pdfdc4c226ff075f58dca8832e4c1a19246MD5120.500.12209/9982oai:repository.pedagogica.edu.co:20.500.12209/99822023-08-28 14:34:58.089Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |