With the brain in mind: a collaborative proposal to enhance reading teaching practices.

Este estudio informa de un proceso Conjunto de Acciones de Investigación para desarrollar una propuesta de colaboración con el fin de mejorar las prácticas de enseñanza de lectura. El estudio se llevó a cabo con un grupo de cuatro profesores de inglés Manuelita Sáenz, una escuela pública ubicada en...

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Autores:: Correa Thian, Martha Patricia
Pérez Díaz, Patricia

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2016

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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dc.title.spa.fl_str_mv	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
title	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
spellingShingle	With the brain in mind: a collaborative proposal to enhance reading teaching practices. Lectura - Enseñanza Educación Propuesta docente Collaborative work Professional development Reading teaching practices and Brain/Mind Education (BME) Brain Friendly strategies TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA - MÉTODOS LECTURA - ENSEÑANZA ENSEÑANZA PÚBLICA Trabajo colaborativo Desarrollo profesional Prácticas de enseñanza de lectura y cerebro / mente Educación (BME) Brain estrategias friendly.
title_short	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
title_full	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
title_fullStr	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
title_full_unstemmed	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
title_sort	With the brain in mind: a collaborative proposal to enhance reading teaching practices.
dc.creator.fl_str_mv	Correa Thian, Martha Patricia Pérez Díaz, Patricia
dc.contributor.advisor.none.fl_str_mv	Nuñez Camacho, Vladimir Alfonso
dc.contributor.author.none.fl_str_mv	Correa Thian, Martha Patricia Pérez Díaz, Patricia
dc.subject.spa.fl_str_mv	Lectura - Enseñanza Educación Propuesta docente
topic	Lectura - Enseñanza Educación Propuesta docente Collaborative work Professional development Reading teaching practices and Brain/Mind Education (BME) Brain Friendly strategies TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA - MÉTODOS LECTURA - ENSEÑANZA ENSEÑANZA PÚBLICA Trabajo colaborativo Desarrollo profesional Prácticas de enseñanza de lectura y cerebro / mente Educación (BME) Brain estrategias friendly.
dc.subject.subjectenglish.eng.fl_str_mv	Collaborative work Professional development Reading teaching practices and Brain/Mind Education (BME) Brain Friendly strategies
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA - MÉTODOS LECTURA - ENSEÑANZA ENSEÑANZA PÚBLICA
dc.subject.proposal.spa.fl_str_mv	Trabajo colaborativo Desarrollo profesional Prácticas de enseñanza de lectura y cerebro / mente Educación (BME) Brain estrategias friendly.
description	Este estudio informa de un proceso Conjunto de Acciones de Investigación para desarrollar una propuesta de colaboración con el fin de mejorar las prácticas de enseñanza de lectura. El estudio se llevó a cabo con un grupo de cuatro profesores de inglés Manuelita Sáenz, una escuela pública ubicada en el sur de Bogotá. Los datos fueron recogidos a través de estos instrumentos realizados en diferentes momentos: cuatro encuestas, cuatro observaciones y entrevistas a los dos profesores de inglés. Los resultados revelaron que el trabajo de enseñanza colaborativa es una excelente oportunidad para mejorar las prácticas de enseñanza, ya que permite a los profesores para analizar, reflexionar y proponer estrategias para hacer frente a los problemas comunes que surgen en la práctica pedagógica diaria. Sin lugar a dudas, el trabajo colaborativo dio a los participantes la posibilidad de crecer profesionalmente ya que el proceso les permitió reconocer y valorar el uno al otro como sujeto de conocimiento. Por otro lado, los datos demostraron que es posible diseñar una propuesta de colaboración teniendo en cuenta la experiencia y el conocimiento de los participantes, así como las contribuciones de las nuevas tendencias pedagógicas como Brain / Mind Educación para mejorar las prácticas de enseñanza de lectura.
publishDate	2016
dc.date.accessioned.none.fl_str_mv	2016-05-23T14:01:14Z
dc.date.available.none.fl_str_mv	2016-05-23T14:01:14Z
dc.date.created.none.fl_str_mv	2016-04-13
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.uri.none.fl_str_mv	https://hdl.handle.net/10901/8279
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/10901/8279
identifier_str_mv	instname:Universidad Libre reponame:Repositorio Institucional Universidad Libre
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.references.eng.fl_str_mv	Afflerbach, P. (2011). Understanding and Using Reading Assessment, K–12 (2nd Edition). Newark, DE, USA: International Reading Association. Retrieved from http://www.ebrary.com Alireza, N. &Seyed, M. (2013, February 03). Brain-basedaspects of cognitive learning approaches in second language learning Canadian Center of Scienceand Education, 6(5), Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/26238 Armstrong, D. 1977. Team teaching and academic achievement. Review of Educational Research 47 (1): 65-86 Bailey, J. Bruer, F. Symonds & J. Litchman (Eds.), Critical Thinking About Critical Periods (pp. 151-172). Baltimore: Paul H. Brookes Publishing CO Barnett, M. (1989). “Teaching Reading Strategies: How Methodology Affects Course Articulation.” Foreign Language Annals, 21, 109-21. Bloome, D. (1985). Language Arts. Vol 62 Nº 2 Interaction in the Classroom. National Council of Teachers of English. pp 134-143 Bloomfield, L. (1984). Language (10th ed.). University of Chicago Press Bryant, P. (1995). Collaborative action research "on the cutting edge" ELT Journal, 5(2). Retrieved from https://www.uleth.ca/dspace/bitstream/handle/10133/849/Bryant_Paul.pdf?sequence=1 Burns, A. (2001). Collaborative Action Research for English Language Teachers (1st ed.). Cambridge University Press Butt, R. L., Townsend, D., & Raymond, D. (1990). Bringing Reform to Life: Teachers' Stories and Professional Development. Cambridge Journal of Education. 20 (3), 255-268. Cohen, L. Manion, L & Morrison, K. Research Methods in Education fifth edition (p.462) London. Rouledge Falmer Czico, C., Greenleaf, C. &Hurwitz, L. (2000). What is reading? an excerpt from reading for understanding. The Quarterly, 33(3), Retrieved from http://www.nwp.org/cs/public/print/resource/787 Caine, R., & Caine, G. (1994). Making connections: Teaching and the human brain. United States: Adison Wesley Caine, R., Caine, G., McClintic, C., & Klimek, K. (2009). 12 brain/mind principles in action. United States: Corvin Press. Carroll, T. (2009)“The next generation of learning teams. (p.13) PhiDelta Kappan 91 n.2 october Chomsky, N. (1965). Formal and substantive universals. In Aspects of the theory of syntax (p. 29). M.I.T Press. Craig, R., Naum, S., Royce, J. (2010) Research in Higher Education Journal Social emotional development, Page 1 Social emotional development: a new model of student learning in higher education. University of the Pacific Cromley, J. G. (2005). Resources on metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy Dufour, R., Dufour, R., & Eaker, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloomnigton: Solution Tree Press. Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work (Second ed.). Solution Tree Press Díaz, G. (2004). Teacher-centered Professional Development. Alexandia, Virginia, USA. Douglas, B. (2001) Teaching by Principles ~An Interactive Approach to Language Pedagogy (2nd Edition) Publisher: Longman Duke, N., & Pearson, D. (2002). Effective practices for developing reading. In A. Farstrub & S. Samuels (Eds.), What Research has to say about Reading (3 ed.). United States: Library of the Congress. Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. EDUCATIONAL SCIENCES: THEORY & PRACTICE, 10(4), 2077-2103. Retrieved from http://files.eric.ed.gov/fulltext/EJ919873.pdf Echeverri, L., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. Profile Issues in Teachers` Professional Development. Retrieved January 6, 2016, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000100008 Erbest, S., Folkerts, M., Gergis, M., Pederson, S. &Stivers, H. (2007). Understanding how cognitive psychology can inform and improve spanish vocabulary acquisition in high school classrooms. Journal of Instructional Psychology, 37(2), 121-132. Fernández, M., Linares, M., y Mariscal, P. (2012). El papel de la familia en el desarrollo de la comprensión lectora en el cambio de Educación Primaria a Secundaria. Electronic Journal Of research In Educational Psychology, 10(1), 129-150 Galini, R., & Efthymia, P. (2010). A Collaborative Action Research Project in the Kindergarten: Perspectives and Challenges for Teacher Development through Internal Evaluation Processes. New Horizons in Education, 58,(2). Retrieved from http://files.eric.ed.gov/fulltext/EJ966648.pdf Griffin, P. (2007). The comfort of competence and the uncertainty of assessment. Studies in Educational Evaluation, 33, 87–99 Goodman, K. S. The psycholinguistic nature of the reading process. In K. S. Goodman (Ed.), The psycholinguistic nature of the reading process. Detroit, Mich.: Wayne State University Press, 1968 Guerrero , A. (2003). Visualization and reading comprehension. Educational Resources Information Center (ERIC) Texas Habermas, J. (1970). Toward a rational society: Student protest, science and politics (Jeremy J Shapiro, Trans.). Boston: Beacon press Hargreaves, A. (1995): Changing teachers, changing times. Teachers’ work and culture in the Postmodern Age. London: Cassell. Harding-Stricker, T. (2008). Graphic organizers to support active reading strategy instruction. Retrieved from http://www.bigthought.org/Portals/BT/2011TM_SummerCurriculum/1st/excellent-bookof-graphic-organizers.pdf Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagemen (2nd ed.). Portland, ME: Stenhouse . Hymes, D. (1971). "Competence and performance in linguistic theory" Acquisition of languages: Models and methods. Ed. Huxley and E. Ingram. New York: Academic Press. Jacobs, G., Power, M., Michael P., Loh, W. (2002) The Teacher's Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles. Corvin Press Jensen, E. (1996) “Brain-Compatible Learning” International Alliance for Learning, Summer 1996, Vol. 3 #2. IAL, Encinitas, CA Jensen. Eric (2008) Brain-based learning ‘The new paradigm of teaching’. Corvin Press. United States Kvale, S. (2006). Dominance Through Interviews and Dialogues. Qualitative Inquiry, 12(3), 480- 500. Retrieved from http://qix.sagepub.com/content/12/3/480.shor Kramsch, C. (1994). Language, culture, and voice in the Teaching of English as a Foreign Language. NovELTy, 8(1), 4-21 Lassonde, C., & Israel, S. (2006). Teacher Collaboration for Professional Learning (First ed.). Jossey-Bass. McGee, L.M., & Richgels, D.J. (1996). Literacy's beginnings: Supporting young readers and writers (Second Edition). Needham, MA: Allyn and Bacon Meyer, A., & Rose, D. (1999). Learning to read in the computer age. United States: Brookline Books/Lumen Editions Mercuri, S. (2010, Noviembre). Using graphic organizers as a tool for development of scientific language. GIST, 4(1), 30-47. Mergel, B. (1998, May 1). Instructional Design & Learning Theory. Retrieved from http://etad.usask.ca/802papers/mergel/brenda. Mills, G. (2007). Action research a guide for the teacher researcher. (3 ed.). New Yersey: Pearson Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago, IL, USA: ALA Editions. Retrieved from http://www.ebrary.comNeville, H., & Bruer, J. (2001). Language processing: How experience affects brain organisation. In J. Neville, H.J., & Bruer, J.T. (2001) “Language Processing: How Experience Affects Brain Organisation”. In D.B. Bailey, J.T Nunam, D. (1992). Collaborative Language Learning and Teaching (Second ed.). Cambridge University Press. Nuttall, C. (1989). Teaching reading skills in a foreign language. M. Geddes & G. Sturtridge (Eds.), Oxford: Heinemann International Publishing. Nuttall, C. (2005). Teaching reading skills in a foreign language (5th ed.). Thailand: Macmillan Publishers Limited Patton, M.Q. (1980) Qualitative Evaluation Methods. Beverly Hills: Sage Publications.(203– 5) Piggot, I. (2012). Action Research for Sustainable Development in a Turbulent World (1st ed.). Ortrun Zuber-Skerritt. Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Fastrup & S. Sammuels (Eds.), What Research has to Say about Reading Instruction (pp. 291-309). Retrieved from http://www.reading.org/Publish.aspx?page=bk177-13- Pressley.pdf&mode=retrieve&D=10.1598/0872071774.13&F=bk177-13- Pressley.pdf&key=336C6BCD-DBFB-4C9E-8921-4AA481098D1E Radin, J. (2009). Brain-Compatible Teaching and Learning: Implications for Teacher Education. Educational Horizons. Retrieved from http://files.eric.ed.gov/fulltext/EJ868337.pdf Sagor, R. (2000). Guiding School Improvement with Action Research. (p.217)ASCD Association for Supervision and Curriculum Development. Saleh, S. (2011). The Effectiveness of the Brain-Based Teaching Approach in Generating Students' Learning Motivation towards the Subject of Physics: A Qualitative Approach. (1), 10-10. Retrieved from http://eric.ed.gov/?id=ED522234 Savoie‐Zajc, L., & Descamps‐Bednarz, N. (2007). Action research and collaborative research: Their specific contributions to professional development. Educational Action Research, 15(4), 577-596 Sprenger, M. (2013). Wiring the brain for reading. Brain-based strategies for teaching literacy. . (1 ed.). San Francisco: Jossey-Bass. Shen, M., & Huang, Y. (2007). Collaborative Action Research for Reading Strategy Instruction: A Case in Taiwan . Electronic Journal of Foreign Language Teaching, 108–121-108– 121 Shohamy, E. (2007). Language Policy: Hidden Agendas and New Approaches. Routledge, London. (p. 5) Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 5. Retrieved from http://203.72.145.166/ELT/files/57-3-4.pdf Thurmond, V. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 254– 256. 95. Tucker, W Wallace, M. (2006). Action Research for Language Teachers (p. 273). Cambridge University Press. Wells, Gordon. 1986. The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press. Retrieved from http://dx.doi.org/10.1017/CBO9780511803932 Whitebread, D. (2000) The Psychology of Teaching and Learning in the Primary School, London: Routledge Falmer pag 20 Willis, J. (1996). A framework for task-based learning. England: Longman Willis, J. (2008). Teaching the brain to read. Strategies for improving fluency, vocabulary and comprehension. United States: Association for Supervision and Curriculum Development ASCD. Willis, J. (2008). How your child learns best. Brain friendly strategies you can use to ignite your child’s learning and increase school success. United States: Association for Supervision and Curriculum Development ASCD Wolf, Patricia. (2010) Brain Matters: Translating Research into Classroom Practice 2 nd ed. Association for Supervision & Curriculum Development (ASCD)
dc.relation.references.Spa.fl_str_mv	Amado, B., y Borzone, A. (2011). La comprensión de textos expositivos: relevancia del conocimiento previo en niños de distintos entornos socioculturales. Interdisciplinaria: Revista de psicología y ciencias afines, 28(2), 261-277. Espinosa, Mariella. (2010) El uso de la estrategia de la estrategia de lectura LIDE en la comprensión de textos y en la motivación a la lectura. Revista Lectura y Vida p. 54-61 Ladrón de Guvard, A., Suibiabre, J. (2011). Narrativa en Contexto: Propuesta Pedagógica para mejorar la Comprensión Lectora. Horizontes Educacionales, 16(1), 9-17 Lu, Lo Hsueh. (2007). Influencia de la motivación y el uso de estrategias en la comprensión lectora. Lectura y Vida 28(3), 32-39 Montenegro, M. (2009). Factores de la metodología de enseñanza que inciden en el proceso de desarrollo de la comprensión lectora en niños. Zona Proxima, (11), 134-143. Saussure, F. (1985). Curso de Linguistica General (24th ed.). Editorial Losada Libreria Los Libros
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spelling	Nuñez Camacho, Vladimir AlfonsoCorrea Thian, Martha PatriciaPérez Díaz, PatriciaBogotá2016-05-23T14:01:14Z2016-05-23T14:01:14Z2016-04-13https://hdl.handle.net/10901/8279instname:Universidad Librereponame:Repositorio Institucional Universidad LibreEste estudio informa de un proceso Conjunto de Acciones de Investigación para desarrollar una propuesta de colaboración con el fin de mejorar las prácticas de enseñanza de lectura. El estudio se llevó a cabo con un grupo de cuatro profesores de inglés Manuelita Sáenz, una escuela pública ubicada en el sur de Bogotá. Los datos fueron recogidos a través de estos instrumentos realizados en diferentes momentos: cuatro encuestas, cuatro observaciones y entrevistas a los dos profesores de inglés. Los resultados revelaron que el trabajo de enseñanza colaborativa es una excelente oportunidad para mejorar las prácticas de enseñanza, ya que permite a los profesores para analizar, reflexionar y proponer estrategias para hacer frente a los problemas comunes que surgen en la práctica pedagógica diaria. Sin lugar a dudas, el trabajo colaborativo dio a los participantes la posibilidad de crecer profesionalmente ya que el proceso les permitió reconocer y valorar el uno al otro como sujeto de conocimiento. Por otro lado, los datos demostraron que es posible diseñar una propuesta de colaboración teniendo en cuenta la experiencia y el conocimiento de los participantes, así como las contribuciones de las nuevas tendencias pedagógicas como Brain / Mind Educación para mejorar las prácticas de enseñanza de lectura.This study reports a Collaborative Action Research process to develop a collaborative proposal in order to enhance reading teaching practices. The study was carried out with a group of four English teachers at Manuelita Saenz, a public school located in the south of Bogota. Data were gathered through these instruments conducted in different moments: four surveys, four observations and two interviews to the English teachers. Findings revealed that collaborative teaching work is an excellent opportunity to enhance teaching practices because it allows teachers to analyze, reflect and propose strategies in order to face common problems that arise in the daily pedagogical practice. Undoubtedly, collaborative work gave the participants the possibility to grow professionally since the process permitted them to recognize and value each other as a subject of knowledge. On the other hand, data showed that it is possible to design a collaborative proposal considering the experience and knowledge of the participants as well as contributions of new pedagogical tendencies like Brain /Mind Education to enhance reading teaching practices.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_abf2Lectura - EnseñanzaEducaciónPropuesta docenteCollaborative workProfessional developmentReading teaching practices and Brain/Mind Education (BME)Brain Friendly strategiesTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNENSEÑANZA - MÉTODOSLECTURA - ENSEÑANZAENSEÑANZA PÚBLICATrabajo colaborativoDesarrollo profesionalPrácticas de enseñanza de lectura y cerebro / mente Educación (BME)Brain estrategias friendly.With the brain in mind: a collaborative proposal to enhance reading teaching practices.info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisAfflerbach, P. (2011). Understanding and Using Reading Assessment, K–12 (2nd Edition). Newark, DE, USA: International Reading Association. Retrieved from http://www.ebrary.comAlireza, N. &Seyed, M. (2013, February 03). Brain-basedaspects of cognitive learning approaches in second language learning Canadian Center of Scienceand Education, 6(5), Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/26238Armstrong, D. 1977. Team teaching and academic achievement. Review of Educational Research 47 (1): 65-86Bailey, J. Bruer, F. Symonds & J. Litchman (Eds.), Critical Thinking About Critical Periods (pp. 151-172). Baltimore: Paul H. Brookes Publishing COBarnett, M. (1989). “Teaching Reading Strategies: How Methodology Affects Course Articulation.” Foreign Language Annals, 21, 109-21.Bloome, D. (1985). Language Arts. Vol 62 Nº 2 Interaction in the Classroom. National Council of Teachers of English. pp 134-143Bloomfield, L. (1984). Language (10th ed.). University of Chicago PressBryant, P. (1995). Collaborative action research "on the cutting edge" ELT Journal, 5(2). Retrieved from https://www.uleth.ca/dspace/bitstream/handle/10133/849/Bryant_Paul.pdf?sequence=1Burns, A. (2001). Collaborative Action Research for English Language Teachers (1st ed.). Cambridge University PressButt, R. L., Townsend, D., & Raymond, D. (1990). Bringing Reform to Life: Teachers' Stories and Professional Development. Cambridge Journal of Education. 20 (3), 255-268.Cohen, L. Manion, L & Morrison, K. Research Methods in Education fifth edition (p.462) London. Rouledge FalmerCzico, C., Greenleaf, C. &Hurwitz, L. (2000). What is reading? an excerpt from reading for understanding. The Quarterly, 33(3), Retrieved from http://www.nwp.org/cs/public/print/resource/787Caine, R., & Caine, G. (1994). Making connections: Teaching and the human brain. United States: Adison WesleyCaine, R., Caine, G., McClintic, C., & Klimek, K. (2009). 12 brain/mind principles in action. United States: Corvin Press.Carroll, T. (2009)“The next generation of learning teams. (p.13) PhiDelta Kappan 91 n.2 octoberChomsky, N. (1965). Formal and substantive universals. In Aspects of the theory of syntax (p. 29). M.I.T Press.Craig, R., Naum, S., Royce, J. (2010) Research in Higher Education Journal Social emotional development, Page 1 Social emotional development: a new model of student learning in higher education. University of the PacificCromley, J. G. (2005). Resources on metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and LiteracyDufour, R., Dufour, R., & Eaker, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloomnigton: Solution Tree Press.Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work (Second ed.). Solution Tree PressDíaz, G. (2004). Teacher-centered Professional Development. Alexandia, Virginia, USA.Douglas, B. (2001) Teaching by Principles ~An Interactive Approach to Language Pedagogy (2nd Edition) Publisher: LongmanDuke, N., & Pearson, D. (2002). Effective practices for developing reading. In A. Farstrub & S. Samuels (Eds.), What Research has to say about Reading (3 ed.). United States: Library of the Congress.Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. EDUCATIONAL SCIENCES: THEORY & PRACTICE, 10(4), 2077-2103. Retrieved from http://files.eric.ed.gov/fulltext/EJ919873.pdfEcheverri, L., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. Profile Issues in Teachers` Professional Development. Retrieved January 6, 2016, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000100008Erbest, S., Folkerts, M., Gergis, M., Pederson, S. &Stivers, H. (2007). 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With the brain in mind: a collaborative proposal to enhance reading teaching practices.

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