Fifth graders Reading skills development through workshops based on Aesop´s fables
Las observaciones hechas en la sección Marco Tulio escuela C Fernández evidencia un problema relacionado con el proceso de lectura de los estudiantes EFL; las fortalezas, debilidades y necesidades de la población con el fin de determinar si eran atacan el problema. Además, las teorías de Goodman, Nu...
- Autores:
-
Mendez Granados, Michael Alberto
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2014
- Institución:
- Universidad Libre
- Repositorio:
- RIU - Repositorio Institucional UniLibre
- Idioma:
- spa
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- oai:repository.unilibre.edu.co:10901/8218
- Acceso en línea:
- https://hdl.handle.net/10901/8218
- Palabra clave:
- Habilidades lectoras
Fabulas
Educación
Reading
Reading Skills
Workshops.
Fables.
LENGUA EXTRANJERA
INGLES
HUMANIDADES
LECTURA
TESIS
TESIS-EDUCACIÓN
FACULTAD DE EDUCACIÓN
LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN HUMANIDADES E IDIOMAS
Leyendo
Habilidades de lectura
Talleres.
Fábulas.
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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Fifth graders Reading skills development through workshops based on Aesop´s fables |
| title |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| spellingShingle |
Fifth graders Reading skills development through workshops based on Aesop´s fables Habilidades lectoras Fabulas Educación Reading Reading Skills Workshops. Fables. LENGUA EXTRANJERA INGLES HUMANIDADES LECTURA TESIS TESIS-EDUCACIÓN FACULTAD DE EDUCACIÓN LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN HUMANIDADES E IDIOMAS Leyendo Habilidades de lectura Talleres. Fábulas. |
| title_short |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| title_full |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| title_fullStr |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| title_full_unstemmed |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| title_sort |
Fifth graders Reading skills development through workshops based on Aesop´s fables |
| dc.creator.fl_str_mv |
Mendez Granados, Michael Alberto |
| dc.contributor.advisor.none.fl_str_mv |
Nieto, Wilder |
| dc.contributor.author.none.fl_str_mv |
Mendez Granados, Michael Alberto |
| dc.subject.spa.fl_str_mv |
Habilidades lectoras Fabulas Educación |
| topic |
Habilidades lectoras Fabulas Educación Reading Reading Skills Workshops. Fables. LENGUA EXTRANJERA INGLES HUMANIDADES LECTURA TESIS TESIS-EDUCACIÓN FACULTAD DE EDUCACIÓN LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN HUMANIDADES E IDIOMAS Leyendo Habilidades de lectura Talleres. Fábulas. |
| dc.subject.subjectenglish.eng.fl_str_mv |
Reading Reading Skills Workshops. Fables. |
| dc.subject.lemb.spa.fl_str_mv |
LENGUA EXTRANJERA INGLES HUMANIDADES LECTURA TESIS TESIS-EDUCACIÓN FACULTAD DE EDUCACIÓN LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN HUMANIDADES E IDIOMAS |
| dc.subject.proposal.spa.fl_str_mv |
Leyendo Habilidades de lectura Talleres. Fábulas. |
| description |
Las observaciones hechas en la sección Marco Tulio escuela C Fernández evidencia un problema relacionado con el proceso de lectura de los estudiantes EFL; las fortalezas, debilidades y necesidades de la población con el fin de determinar si eran atacan el problema. Además, las teorías de Goodman, Nuttall, Smith y otros autores que han estudiado la lectura como un proceso, sirven estudio this para implementar una propuesta que tenía dos objetivos: en primer lugar, que tuvo como objetivo el desarrollo de las habilidades de lectura del quinto grado y el segundo para el análisis ¿Cuál de los procesos a través de los estudiantes Estas habilidades mejoradas. Esta propuesta estaba leyendo la implementación de cinco talleres sobre la base de que eran fábulas de Esopo. Gracias a la pre-lectura, mientras que la lectura y las actividades que se implementaron en los talleres de post-lectura, fue posible determinar algunos de los aspectos más comunes sobre el proceso de lectura en la lengua extranjera y para cerrar comercial como la población en estudio era fiable para hacer frente a los problemas de lectura gracias a las estrategias se les presentó. |
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2014 |
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2014-06-06 |
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2016-05-18T20:38:24Z |
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2016-05-18T20:38:24Z |
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Tesis de Pregrado |
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AEBERSOLD, Jo and FIELD, Mary. From reader to reading teacher. Issues and strategies for second language classrooms Cambridge University Press, 1997 ALDERSON, J. Variables that affect the nature of reading In: Assessing Reading.. Cambridge University Press, 2000. p 33 BARNETT, M. More than meets the eye: Foreign language reading theory and practice. Englewood Cliffs, NJ, CAL and prentice-hall, 1989 p. 135 CARR, W & KEMMIS, S. (1986) Becoming Critical: Education, knowledge and action Research. Deaking University press. P 162 CARRELL, Patricia and Carson, Joan English for Specific purposes Extensive and intensive reading in EAP setting The American University, 1997 pp. 47 -60 P.L. Facilitating ESL reading by teaching text structure. TESOL Quarterly. Vol. 19. No 4. December, 1985 p. 727 et al. Interactive Approaches to L2 Reading Cambridge, CUP 1988. p. 12. Patricia and EISTERHOLD Joan. Schema theory and ESL reading pedagogy. TESOL QUARTERLY, VoI. 17, No.4, December 1983 p. 556 CLARKE, Richard. Roman Jakobson “Linguistics and poetics”, [Online]. Saved on April 18th 2014. Available on http://www.rlwclarke.net/courses/LITS3304/2004- 2005/05AJakobsonLinguisticsAndPoetics.pdf DAY, Richard and BAMFORD, Julian. Extensive reading in the second language classroom. Cambridge University Press, 1998 p. 16 DELLICAPRINI, Margo. Scaffolding and differentiating instruction in mixed ability ESL classes using a round robin activity. The Internet TESL Journal, Vol.XII, No. 3, March 2006. [Online] Saved on October 31st 2013 available on http://iteslj.org/ DOOLEY, Melinda. Constructing knowledge together. Extract from Telecollaborative Language Learning. A guidebook to moderating intercultural collaboration. 2008 p. 21-45 Kenneth S and FLEMING, James T. Psycholinguistics and the teaching of reading Selected papers from the IRA pre-convention held in Boston, April 1968 GRICE, H.P. Presupposition and conversational implicature. 1981 p. 183 HOWARD, Jocelyn and MAJOR, Jae. Guidelines for designing effective English language teaching materials. [Online] saved on October 31st 2013 available on: http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf KAWULICH, Barbara B. Participant Observation as a Data Collection Method Forum: Qualitative Social Research, 6(2), Art. 43. [Online] Saved on April 23rd 2014. Available on: http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430. KRASHEN, S. Second language acquisition: Theory, applications, and some conjectures. Cambridge University press, 2013. LEVINSON, Stephen C. Pragmatics. Presuppositions. Cambridge University Press, 1983. 19th Ed. 2008., p. 167 MANN, WC. And Thompson, SA. Rhetorical structure theory: toward a functional theory of text organization. 1988. p 243. NUTTALL, Christine. Teaching Reading Skills in a Foreign Language. Macmillian Books for Teachers, 1996. p. 4 OXFORD, Rebecca. Language learning styles and strategies: an overview, 2003 [Online] Saved on September 29th 2013. Available on http://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learning%20strategies%20by %20Oxford.pdf READING AND STUDYING SKILLS LAB. Scanning and Skimming. Anne Arundel Community College. [Online]. Saved on October 6th 2013. Available on http://www.aacc.edu/tutoring/file/skimming.pdf SCUDDER, Horace E. Fables and folk stories. August 1890. Cambridge MASS SMITH, F. Essays into literacy. Selected papers and some afterthought. 3 The role of prediction in reading. New York: Holt Rinehart and Winston, 1983. p. 21 Understanding Reading. A psycholinguistic analysis of reading and learning to read. Holt Rinehart and Winston Inc., 1971 SOUTHERN ILLINOIS UNIVERSITY. Observation and field notes. [Online] Saved on April 23rd 2014 available on: http://hci.cs.siue.edu/NSF/Files/TeachingPD/How_CI_Observation%20and%20 Field%20Notes.pdf STRATEGY GUIDE Using the cognates strategy with Walk in the woods from Seeds of science/roots of reading. [Online] Saved on April 18th 2014 Available on http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/strategyguid es/1268813_SG_Walk%20in%20the%20woods.pdf THE UNIVERSITY OF TEXAS AT AUSTIN. Survey Methods [Online] Saved on: April 23rd 2014. Available on https://www.ischool.utexas.edu/~palmquis/courses/survey.html YULE, George. Pragmatics. Cooperation and implicature. Oxford University Press, 1996 p. 35 ZHAO, ZHONGBAO. An overview of studies in diagnostic testing and its implications for the development of diagnostic speaking test. International journal of English Linguistics. Vol. 3 No. 1, 2013. p. 43 |
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COLOMBIA. Ministerio de Educación Nacional. Estándares Básicos de Competencias en lengua extranjera: Inglés, 2006. FERREIRO, Emilia. Alfabetización Teoría y práctica. Siglo veintiuno editores, Buenos Aires, Argentina, 6ª edición. 2004 GOODMAN, Kenneth S. La lectura, la escritura y los textos escritos: una perspectiva transaccional sociopsicolinguista. Argentina, 1996 |
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Nieto, WilderMendez Granados, Michael AlbertoBogotá2016-05-18T20:38:24Z2016-05-18T20:38:24Z2014-06-06https://hdl.handle.net/10901/8218instname:Universidad Librereponame:Repositorio Institucional Universidad LibreLas observaciones hechas en la sección Marco Tulio escuela C Fernández evidencia un problema relacionado con el proceso de lectura de los estudiantes EFL; las fortalezas, debilidades y necesidades de la población con el fin de determinar si eran atacan el problema. Además, las teorías de Goodman, Nuttall, Smith y otros autores que han estudiado la lectura como un proceso, sirven estudio this para implementar una propuesta que tenía dos objetivos: en primer lugar, que tuvo como objetivo el desarrollo de las habilidades de lectura del quinto grado y el segundo para el análisis ¿Cuál de los procesos a través de los estudiantes Estas habilidades mejoradas. Esta propuesta estaba leyendo la implementación de cinco talleres sobre la base de que eran fábulas de Esopo. Gracias a la pre-lectura, mientras que la lectura y las actividades que se implementaron en los talleres de post-lectura, fue posible determinar algunos de los aspectos más comunes sobre el proceso de lectura en la lengua extranjera y para cerrar comercial como la población en estudio era fiable para hacer frente a los problemas de lectura gracias a las estrategias se les presentó.The observations made at the school Marco Tulio Fernandez section C evidenced a problem regarding the EFL reading process of the students; the strengths, weaknesses and needs of the population were determine in order to attack the problem. In addition, the theories of Goodman, Nuttall, Smith and other authors who have studied reading as a process, served this study to implement a proposal that had two goals: first, it aimed to the fifth grader’s reading skills development and second to the analysis of the process through which the students enhanced these skills. This proposal was the implementation of five reading workshops that were based on Aesop’s fables. Thanks to the pre-reading, while reading and post-reading activities that were implemented in the workshops, it was possible to determine some of the most common aspects regarding the reading process in the foreign language and to conclude how the population under study was able to tackle reading problems thanks to the strategies they were presented with.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_abf2Habilidades lectorasFabulasEducaciónReadingReading SkillsWorkshops.Fables.LENGUA EXTRANJERAINGLESHUMANIDADESLECTURATESISTESIS-EDUCACIÓNFACULTAD DE EDUCACIÓNLICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN HUMANIDADES E IDIOMASLeyendoHabilidades de lectura Talleres. Fábulas.Fifth graders Reading skills development through workshops based on Aesop´s fablesTesis de Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAEBERSOLD, Jo and FIELD, Mary. From reader to reading teacher. Issues and strategies for second language classrooms Cambridge University Press, 1997ALDERSON, J. Variables that affect the nature of reading In: Assessing Reading.. Cambridge University Press, 2000. p 33BARNETT, M. More than meets the eye: Foreign language reading theory and practice. Englewood Cliffs, NJ, CAL and prentice-hall, 1989 p. 135CARR, W & KEMMIS, S. (1986) Becoming Critical: Education, knowledge and action Research. Deaking University press. P 162CARRELL, Patricia and Carson, Joan English for Specific purposes Extensive and intensive reading in EAP setting The American University, 1997 pp. 47 -60P.L. Facilitating ESL reading by teaching text structure. TESOL Quarterly. Vol. 19. No 4. December, 1985 p. 727et al. Interactive Approaches to L2 Reading Cambridge, CUP 1988. p. 12.Patricia and EISTERHOLD Joan. Schema theory and ESL reading pedagogy. TESOL QUARTERLY, VoI. 17, No.4, December 1983 p. 556CLARKE, Richard. Roman Jakobson “Linguistics and poetics”, [Online]. Saved on April 18th 2014. Available on http://www.rlwclarke.net/courses/LITS3304/2004- 2005/05AJakobsonLinguisticsAndPoetics.pdfDAY, Richard and BAMFORD, Julian. Extensive reading in the second language classroom. Cambridge University Press, 1998 p. 16DELLICAPRINI, Margo. Scaffolding and differentiating instruction in mixed ability ESL classes using a round robin activity. The Internet TESL Journal, Vol.XII, No. 3, March 2006. [Online] Saved on October 31st 2013 available on http://iteslj.org/DOOLEY, Melinda. Constructing knowledge together. Extract from Telecollaborative Language Learning. A guidebook to moderating intercultural collaboration. 2008 p. 21-45Kenneth S and FLEMING, James T. Psycholinguistics and the teaching of reading Selected papers from the IRA pre-convention held in Boston, April 1968GRICE, H.P. Presupposition and conversational implicature. 1981 p. 183HOWARD, Jocelyn and MAJOR, Jae. Guidelines for designing effective English language teaching materials. [Online] saved on October 31st 2013 available on: http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdfKAWULICH, Barbara B. Participant Observation as a Data Collection Method Forum: Qualitative Social Research, 6(2), Art. 43. [Online] Saved on April 23rd 2014. Available on: http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430.KRASHEN, S. Second language acquisition: Theory, applications, and some conjectures. Cambridge University press, 2013.LEVINSON, Stephen C. Pragmatics. Presuppositions. Cambridge University Press, 1983. 19th Ed. 2008., p. 167MANN, WC. And Thompson, SA. Rhetorical structure theory: toward a functional theory of text organization. 1988. p 243.NUTTALL, Christine. Teaching Reading Skills in a Foreign Language. Macmillian Books for Teachers, 1996. p. 4OXFORD, Rebecca. Language learning styles and strategies: an overview, 2003 [Online] Saved on September 29th 2013. Available on http://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learning%20strategies%20by %20Oxford.pdfREADING AND STUDYING SKILLS LAB. Scanning and Skimming. Anne Arundel Community College. [Online]. Saved on October 6th 2013. Available on http://www.aacc.edu/tutoring/file/skimming.pdfSCUDDER, Horace E. Fables and folk stories. August 1890. Cambridge MASSSMITH, F. Essays into literacy. Selected papers and some afterthought. 3 The role of prediction in reading. New York: Holt Rinehart and Winston, 1983. p. 21Understanding Reading. A psycholinguistic analysis of reading and learning to read. Holt Rinehart and Winston Inc., 1971SOUTHERN ILLINOIS UNIVERSITY. Observation and field notes. [Online] Saved on April 23rd 2014 available on: http://hci.cs.siue.edu/NSF/Files/TeachingPD/How_CI_Observation%20and%20 Field%20Notes.pdfSTRATEGY GUIDE Using the cognates strategy with Walk in the woods from Seeds of science/roots of reading. [Online] Saved on April 18th 2014 Available on http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/strategyguid es/1268813_SG_Walk%20in%20the%20woods.pdfTHE UNIVERSITY OF TEXAS AT AUSTIN. Survey Methods [Online] Saved on: April 23rd 2014. Available on https://www.ischool.utexas.edu/~palmquis/courses/survey.htmlYULE, George. Pragmatics. Cooperation and implicature. Oxford University Press, 1996 p. 35ZHAO, ZHONGBAO. An overview of studies in diagnostic testing and its implications for the development of diagnostic speaking test. International journal of English Linguistics. Vol. 3 No. 1, 2013. p. 43COLOMBIA. Ministerio de Educación Nacional. Estándares Básicos de Competencias en lengua extranjera: Inglés, 2006.FERREIRO, Emilia. Alfabetización Teoría y práctica. Siglo veintiuno editores, Buenos Aires, Argentina, 6ª edición. 2004GOODMAN, Kenneth S. La lectura, la escritura y los textos escritos: una perspectiva transaccional sociopsicolinguista. 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