Reading beyond lines through metacognitive strategies.

Este estudio informó sobre una investigación cualitativa que se centró en la lectura proceso de comprensión a través de estrategias metacognitivas, este proceso se ve favorecida. Se llevó a cabo con 34 estudiantes de cuarto ciclo en Manuel del Socorro Rodríguez de la escuela, en Bogotá. Los dos prin...

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Autores:: Calderón Pérez, Gloria Marcela

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2015

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	Reading beyond lines through metacognitive strategies.
title	Reading beyond lines through metacognitive strategies.
spellingShingle	Reading beyond lines through metacognitive strategies. Lectura Metacognición Educación Metacognition Reading comprehension Metacognitive strategies TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS Metacognición Comprensión de lectura Estrategias metacognitivas
title_short	Reading beyond lines through metacognitive strategies.
title_full	Reading beyond lines through metacognitive strategies.
title_fullStr	Reading beyond lines through metacognitive strategies.
title_full_unstemmed	Reading beyond lines through metacognitive strategies.
title_sort	Reading beyond lines through metacognitive strategies.
dc.creator.fl_str_mv	Calderón Pérez, Gloria Marcela
dc.contributor.advisor.none.fl_str_mv	Pérez Pedraza, Natalia
dc.contributor.author.none.fl_str_mv	Calderón Pérez, Gloria Marcela
dc.subject.spa.fl_str_mv	Lectura Metacognición Educación
topic	Lectura Metacognición Educación Metacognition Reading comprehension Metacognitive strategies TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS Metacognición Comprensión de lectura Estrategias metacognitivas
dc.subject.subjectenglish.eng.fl_str_mv	Metacognition Reading comprehension Metacognitive strategies
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN LECTURA - ENSEÑANZA ENSEÑANZA - MÉTODOS
dc.subject.proposal.spa.fl_str_mv	Metacognición Comprensión de lectura Estrategias metacognitivas
description	Este estudio informó sobre una investigación cualitativa que se centró en la lectura proceso de comprensión a través de estrategias metacognitivas, este proceso se ve favorecida. Se llevó a cabo con 34 estudiantes de cuarto ciclo en Manuel del Socorro Rodríguez de la escuela, en Bogotá. Los dos principales objetivos de este estudio fueron describir el desempeño de comprensión de lectura mediante el uso de estrategias metacognitivas en los estudiantes y para examinar los cambios en su rendimiento.
publishDate	2015
dc.date.created.none.fl_str_mv	2015-11-06
dc.date.accessioned.none.fl_str_mv	2016-05-23T17:19:09Z
dc.date.available.none.fl_str_mv	2016-05-23T17:19:09Z
dc.type.hasversion.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
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dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/masterThesis
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Libre
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Libre
url	https://hdl.handle.net/10901/8295
identifier_str_mv	instname:Universidad Libre reponame:Repositorio Institucional Universidad Libre
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dc.relation.references.eng.fl_str_mv	Abbs, B., Freebairn, I., & Barker, C., (2003). New Snapshot Pre-Intermediate. [Students’ Book]. Harlow: Pearson Education Limited. Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013).The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10) Alderson, C. (2000). Assessing Reading. Cambridge University Press Alfassi, M. (1998).Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes. American Educational Research Journal, 35, 309-332 AL-Sohbani,Y.A.Y (2013). MetacognitiveReadingStrategiesUse byYemeniEFLUndergraduate UniversityStudents. Frontiers of Language and Teaching, Vol. 4,121-133 Anderson, N. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (Retrieved August 16,2007 from: www.cal.org/resources/digest/ 0110anderson. Html) Anderson, N. (2008). Metacognition and good language learners. Lessons from Good Language Learners. Ed. Carol Griffiths. 1st ed. Cambridge: Cambridge University Press, p. 99- 109. Cambridge Books Online. Web. 30 June 2015. http://dx.doi.org/10.1017/CBO9780511497667.010 Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding, Erlbaum, Hillsdale, NJ, pp. 65–116 Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: Routledge Camelo, M. (2010). El mejoramiento cualitativo de la escritura a partir de la metacognición. ColombianAppliedLinguisticsJournal,12, 69. Carrell, P, and Devine J.(2000). The reading process. In interactive approaches to second language reading (11- 21). Cambridge: Cambridge university press. Chamot, A.U. & EI-Dniary, P.B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3), 319-341. Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp. 87-101). White Plains, NY: Longman. Cohen, A.D (2011). L2 learner strategies (Ch. 41). In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. II - Part V. Methods and instruction in second language teaching (pp. 681-698). Abingdon, England: Routledge. Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Driscoll, M. (1994).psychology of learning for instruction.Boston: Allyn and Bacon Elliot J. (2000). La investigación acción en Educación. Madrid, ed. Morata SL. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911 Flavell, J.H. (1987). Speculations about the nature and development of metacognition.In F. Weinert& R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.21 - 29). Hillsdale, NJ: Lawrence Erlbaum. Fogarty, R. (1994). How to teach for metacognition. Palatine, IL: IRI/Skylight Publishing Gagné, E (1985) The cognitive psychology of school learning. Boston, U.S.A.: Little Brown and company. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529 Goodman, K. S. 1969. Analysis of oral reading miscues: applied psycholinguistics. Reading Research Quarterly 5: 9-30 Goode, T., Sockalingam, S., Bronheim, S., Brown, M., and Jones, W. (2000). A planner's guide: Infusing principles, content and themes related to cultural and linguistic competence into meetings and conferences. Washington, DC: National Center for Cultural Competence. Retrieved October 9, 2006,from http://www11.georgetown.edu/research/gucchd/nccc/resources/publicationstitle.html Grabe, W.(2009). Reading in a second language: moving from theory to practice. New York: Cambridge University Press Keene, E. and Zimmerman, S.(1997). Mosaic of thought: teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann. Halpern, D. F.(1996). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates. Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of metacognitive studies. Educational Researcher, 17(9), 5-8 Hedge, T. (2003). Teaching & learning in the language classroom. UK: OUP Jacobs, J. E., and Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educ. Psychol. 22: 255–278 Karbalaei, A. (2011). Metacognition and reading comprehension. Íkala, 16,5-14. Kemmis, S. and McTaggart, R. (1992) The Action Research Planner (third edition) Geelong, Vic.:Deakin University Press Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth- grade classrooms. The Elementary School Journal, 99(1), 3-22 Kuhn, D. (2000). Metacognition development. Current Direction in Psychological Science, 178- 181 Livingston, J. (1997). Metacognition: An Overview López , Á. & Giraldo, M. C. (2011). The English reading strategies of two Colombian English preservice teachers. Ikala, 16,45-76. Mager, R. F. (1984). Preparing instructional objectives (2nd Ed). Belmont, CA: Fearon- Pitman Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of EducationalPsychology, 96(2), 283–296. Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension : Maximizing Your Impact. Chicago, IL, USA: ALA Editions. Retrieved from http://www.ebrary.com Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press Olson, G. J., Duffy, S.A., & Mack, R. L. (1984). Thinking-out-loud as a method for studying real time comprehension processes. In D.E. Kieras & M.A. Just (Eds.), New methods in reading comprehension research (pp. 253-286). Hillsdale, NJ: Erlbaum Patton, M.Q (1990). Qualitative Evaluation and Research Methods. Thousand Oaks, CA: Sage Publications Paz, P., H. (2011). How can metacognition be developed through problem-solving in higher education?. Ingeniería e Investigación, 31(1), 213-223. Retrieved October 05, 2015, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120- 56092011000100022&lng=en&tlng=en Pressley, M., Borkowski, J. G., and Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In Vasta, R., and Whitehurst, G. (eds.), Annuals of Child Development (Vol. 5), JAI Press, Greenwich, CT, pp. 89–129 RAND Reading Study Group. (2002). Reading for understanding: toward a RerD program in reading comprehension. Santa Monica, CA: Author. Rasinski, T., & Padak, N. (2000). Effective reading strategies: Teaching children who find reading difficult (2nd ed.). Upper Saddle River, NJ: Merrill Reynolds, R. E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educ. Psychol. Rev. 4: 345–391. Ronzano, S. J. (2010). Effectiveness of metacognitive strategies for improving reading comprehension in secondary students (Dissertation). ProQuest Dissertations and Theses, No. 3427445. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125 Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Seliger, H. W., & Shohamy, E. (1995). Second language research methods. Oxford: Oxford University Press Soars, L. and Soars, J. (1996). Headway elementary. Oxford University Press. Tomlinson, B. (2000). A Multidimensional Approach. Article retrieved November 2nd, 2007,from http://langue.hyper.chubu.ac.p/alt/put/tlt/00/jul/tomlinson.html Tomlinson, B. (2003). Developing Principled Frameworks for Materials Development. In Tomlinson, Brian (Ed). Developing Materials for Language Teaching. Cromwell Press, London. Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, Maine: Stenhouse Publishers Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: HarperCollins. Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1). Zimmerman, S, and Hutchins C. (2003). Seven keys to comprehension: How to help your kids to read and get it. New York. Three Rivers Press.
dc.relation.references.Spa.fl_str_mv	Castillo, R. (2014). Teaching and learning another language strategically. Bogotá Universidad Distrital, Doctorado Interinstitucional en educación Mateos, M (2001). Metacognición y Educación. Colección dirigida por Mario Carretero. Buenos Aires, Argentina: Editorial AIQUE, 1 - edición. Ministerio de Educación Nacional (1994). Ley general de Educación. Bogota.
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spelling	Pérez Pedraza, NataliaCalderón Pérez, Gloria MarcelaBogotá2016-05-23T17:19:09Z2016-05-23T17:19:09Z2015-11-06https://hdl.handle.net/10901/8295instname:Universidad Librereponame:Repositorio Institucional Universidad LibreEste estudio informó sobre una investigación cualitativa que se centró en la lectura proceso de comprensión a través de estrategias metacognitivas, este proceso se ve favorecida. Se llevó a cabo con 34 estudiantes de cuarto ciclo en Manuel del Socorro Rodríguez de la escuela, en Bogotá. Los dos principales objetivos de este estudio fueron describir el desempeño de comprensión de lectura mediante el uso de estrategias metacognitivas en los estudiantes y para examinar los cambios en su rendimiento.This study reported on a qualitative research that focused on the reading comprehension process through metacognitive strategies, this process is fostered. It was carried out with 34 students of fourth cycle at Manuel Del Socorro Rodriguez School, in Bogota. The two main aims of this study were to describe the reading comprehension performance through using metacognitive strategies in the students and to examine changes in their performance.PDFapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2LecturaMetacogniciónEducaciónMetacognitionReading comprehensionMetacognitive strategiesTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNLECTURA - ENSEÑANZAENSEÑANZA - MÉTODOSMetacogniciónComprensión de lecturaEstrategias metacognitivasReading beyond lines through metacognitive strategies.info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisAbbs, B., Freebairn, I., & Barker, C., (2003). New Snapshot Pre-Intermediate. [Students’ Book]. Harlow: Pearson Education Limited.Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013).The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10)Alderson, C. (2000). Assessing Reading. Cambridge University PressAlfassi, M. (1998).Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes. American Educational Research Journal, 35, 309-332AL-Sohbani,Y.A.Y (2013). MetacognitiveReadingStrategiesUse byYemeniEFLUndergraduate UniversityStudents. Frontiers of Language and Teaching, Vol. 4,121-133Anderson, N. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (Retrieved August 16,2007 from: www.cal.org/resources/digest/ 0110anderson. Html)Anderson, N. (2008). Metacognition and good language learners. Lessons from Good Language Learners. Ed. Carol Griffiths. 1st ed. Cambridge: Cambridge University Press, p. 99- 109. Cambridge Books Online. Web. 30 June 2015. http://dx.doi.org/10.1017/CBO9780511497667.010Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding, Erlbaum, Hillsdale, NJ, pp. 65–116Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: RoutledgeCamelo, M. (2010). El mejoramiento cualitativo de la escritura a partir de la metacognición. ColombianAppliedLinguisticsJournal,12, 69.Carrell, P, and Devine J.(2000). The reading process. In interactive approaches to second language reading (11- 21). Cambridge: Cambridge university press.Chamot, A.U. & EI-Dniary, P.B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3), 319-341.Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp. 87-101). White Plains, NY: Longman.Cohen, A.D (2011). L2 learner strategies (Ch. 41). In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. II - Part V. Methods and instruction in second language teaching (pp. 681-698). Abingdon, England: Routledge.Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: SageDriscoll, M. (1994).psychology of learning for instruction.Boston: Allyn and BaconElliot J. (2000). La investigación acción en Educación. Madrid, ed. Morata SL.Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911Flavell, J.H. (1987). Speculations about the nature and development of metacognition.In F. Weinert& R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.21 - 29). Hillsdale, NJ: Lawrence Erlbaum.Fogarty, R. (1994). How to teach for metacognition. Palatine, IL: IRI/Skylight PublishingGagné, E (1985) The cognitive psychology of school learning. Boston, U.S.A.: Little Brown and company.Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529Goodman, K. S. 1969. Analysis of oral reading miscues: applied psycholinguistics. Reading Research Quarterly 5: 9-30Goode, T., Sockalingam, S., Bronheim, S., Brown, M., and Jones, W. (2000). A planner's guide: Infusing principles, content and themes related to cultural and linguistic competence into meetings and conferences. Washington, DC: National Center for Cultural Competence. Retrieved October 9, 2006,from http://www11.georgetown.edu/research/gucchd/nccc/resources/publicationstitle.htmlGrabe, W.(2009). Reading in a second language: moving from theory to practice. New York: Cambridge University PressKeene, E. and Zimmerman, S.(1997). Mosaic of thought: teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.Halpern, D. F.(1996). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates.Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of metacognitive studies. Educational Researcher, 17(9), 5-8Hedge, T. (2003). Teaching & learning in the language classroom. UK: OUPJacobs, J. E., and Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educ. Psychol. 22: 255–278Karbalaei, A. (2011). Metacognition and reading comprehension. Íkala, 16,5-14.Kemmis, S. and McTaggart, R. (1992) The Action Research Planner (third edition) Geelong, Vic.:Deakin University PressKlingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth- grade classrooms. The Elementary School Journal, 99(1), 3-22Kuhn, D. (2000). Metacognition development. Current Direction in Psychological Science, 178- 181Livingston, J. (1997). Metacognition: An OverviewLópez , Á. & Giraldo, M. C. (2011). The English reading strategies of two Colombian English preservice teachers. Ikala, 16,45-76.Mager, R. F. (1984). Preparing instructional objectives (2nd Ed). Belmont, CA: Fearon- PitmanMason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of EducationalPsychology, 96(2), 283–296.Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-BassMoreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension : Maximizing Your Impact. Chicago, IL, USA: ALA Editions. Retrieved from http://www.ebrary.comNunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University PressOlson, G. J., Duffy, S.A., & Mack, R. L. (1984). Thinking-out-loud as a method for studying real time comprehension processes. In D.E. Kieras & M.A. Just (Eds.), New methods in reading comprehension research (pp. 253-286). Hillsdale, NJ: ErlbaumPatton, M.Q (1990). Qualitative Evaluation and Research Methods. Thousand Oaks, CA: Sage PublicationsPaz, P., H. (2011). How can metacognition be developed through problem-solving in higher education?. Ingeniería e Investigación, 31(1), 213-223. Retrieved October 05, 2015, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120- 56092011000100022&lng=en&tlng=enPressley, M., Borkowski, J. G., and Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In Vasta, R., and Whitehurst, G. (eds.), Annuals of Child Development (Vol. 5), JAI Press, Greenwich, CT, pp. 89–129RAND Reading Study Group. (2002). Reading for understanding: toward a RerD program in reading comprehension. Santa Monica, CA: Author.Rasinski, T., & Padak, N. (2000). Effective reading strategies: Teaching children who find reading difficult (2nd ed.). Upper Saddle River, NJ: MerrillReynolds, R. E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educ. Psychol. Rev. 4: 345–391.Ronzano, S. J. (2010). Effectiveness of metacognitive strategies for improving reading comprehension in secondary students (Dissertation). ProQuest Dissertations and Theses, No. 3427445.Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.Seliger, H. W., & Shohamy, E. (1995). Second language research methods. Oxford: Oxford University PressSoars, L. and Soars, J. (1996). Headway elementary. Oxford University Press.Tomlinson, B. (2000). A Multidimensional Approach. Article retrieved November 2nd, 2007,from http://langue.hyper.chubu.ac.p/alt/put/tlt/00/jul/tomlinson.htmlTomlinson, B. (2003). Developing Principled Frameworks for Materials Development. In Tomlinson, Brian (Ed). Developing Materials for Language Teaching. Cromwell Press, London.Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, Maine: Stenhouse PublishersWolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: HarperCollins.Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1).Zimmerman, S, and Hutchins C. (2003). Seven keys to comprehension: How to help your kids to read and get it. New York. Three Rivers Press.Castillo, R. (2014). Teaching and learning another language strategically. Bogotá Universidad Distrital, Doctorado Interinstitucional en educaciónMateos, M (2001). Metacognición y Educación. Colección dirigida por Mario Carretero. Buenos Aires, Argentina: Editorial AIQUE, 1 - edición.Ministerio de Educación Nacional (1994). Ley general de Educación. Bogota.ORIGINALtesis final.pdftesis final.pdfCalderónPérezGloriaMarcela2015application/pdf2400242http://repository.unilibre.edu.co/bitstream/10901/8295/1/tesis%20final.pdfaedee13e19f83f3ad85c70bc3b79c0d1MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.unilibre.edu.co/bitstream/10901/8295/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52THUMBNAILtesis final.pdf.jpgtesis final.pdf.jpgIM Thumbnailimage/jpeg7802http://repository.unilibre.edu.co/bitstream/10901/8295/3/tesis%20final.pdf.jpg552ba33657a4df162827d83e9112f686MD5310901/8295oai:repository.unilibre.edu.co:10901/82952022-10-11 11:52:19.639Repositorio Institucional Unilibrerepositorio@unilibrebog.edu.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

Reading beyond lines through metacognitive strategies.

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