Critical reading through a cross - curricular approach

Ilustraciones, fotos

Autores:: Cruz Roa, Rubiela

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2021

Institución:: Universidad de Caldas

Repositorio:: Repositorio U. de Caldas

Idioma:: eng
spa

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dc.title.eng.fl_str_mv	Critical reading through a cross - curricular approach
title	Critical reading through a cross - curricular approach
spellingShingle	Critical reading through a cross - curricular approach Enfoque transversal Estrategias de lectura Talleres de lectura Vocabulario Lectura crítica Ciencias de la educación
title_short	Critical reading through a cross - curricular approach
title_full	Critical reading through a cross - curricular approach
title_fullStr	Critical reading through a cross - curricular approach
title_full_unstemmed	Critical reading through a cross - curricular approach
title_sort	Critical reading through a cross - curricular approach
dc.creator.fl_str_mv	Cruz Roa, Rubiela
dc.contributor.advisor.none.fl_str_mv	Ramirez Contreras, Odilia
dc.contributor.author.none.fl_str_mv	Cruz Roa, Rubiela
dc.subject.proposal.spa.fl_str_mv	Enfoque transversal Estrategias de lectura Talleres de lectura Vocabulario Lectura crítica
topic	Enfoque transversal Estrategias de lectura Talleres de lectura Vocabulario Lectura crítica Ciencias de la educación
dc.subject.unesco.none.fl_str_mv	Ciencias de la educación
description	Ilustraciones, fotos
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-06-11T16:43:10Z
dc.date.available.none.fl_str_mv	2021-06-11T16:43:10Z
dc.date.issued.none.fl_str_mv	2021-06-10
dc.type.spa.fl_str_mv	Trabajo de grado - Maestría
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dc.identifier.instname.spa.fl_str_mv	Universidad de Caldas
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identifier_str_mv	Universidad de Caldas Repositorio institucional Universidad de Caldas
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dc.relation.references.spa.fl_str_mv	Akın, F., Koray, Ö., & Tavukçu, K. (2015). How Effective is Critical Reading in the Understanding of Scientific Texts? Procedia - Social and Behavioral Sciences. Albeckay. (2013). Developing Reading Skills through Critical Reading Program amongst Undergraduate EFL Students in Libya. ResearchGate; Elsevier. Alderson, J. c. (2000). Assessing Reading . Cambrige , UK: University Press. Anderson, N. J. (2003). Metacognitive Reading Strategies Increase L2 Performance. The leanguage teacher online. vol. 27(7): pp. 1- 3 . Ávila, Sánchez, Gámez, & Soto. (2020). Developing digital lessons to integrate social science teaching in Colombia using Google Earth. https://www.researchgate.net/publication/341528128 Ball, B. (2008). Content Knowledge for Teaching What Makes It Special? (p. 2); Sage Publications. Barnes, J (2015) Cross-Curricular Learning 3-14 London EC1Y1SP editor James Clark Beane, J. A. (1995). Curriculum Integration and the Disciplines of Knowledge. The Phi Delta Kappan, 76(8), 616–622. Retrieved from https://www.jstor.org/stable/20405413? Block, C. & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press. Brown, A. L. (1978). Knowing When, Where, and How to Remember: A Problem of Metacognition. In R. Glaser (ed.) Advances in Instructional Psychology. Hillsdale, NJ: Lawrence Erlbaum Associates. Brown, G. & Atikns, M. (1994). Effective teaching in higher education. London: Routledge (p.172) Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, Prentice Hall Regents. Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 120–133. Clark, M.A. and Silberstein, S. (1987). Toward a Realization of Psycholinguistic Principles in the ESL Reading Class, in Methodology” (p. 83). TESOL. New York: New Bury House Combs, R. (1992). Developing Critical Reading Skills through Whole Language Strategies. (p. 4). Ed.gov. https://eric.ed.gov/?id=ED353556 Conley, M. W. (1992). Content reading instruction A communication approach. San Francisco: McGraw-Hill. Council of Europe. (2002) Common European framework of reference for language: learning, teaching, assessment. (n.d.). https://rm.coe.int/16802fc1bf Cozby, (2000) Methods in Behavioral Research by Paul C. Books. Davies, M., & Barnett, R. (2015). Critical thinking in higher education (pp. 1–26). NewYork: Palgave Macmillan. Davis, J.S. Krajcik, (2005), Designing educative curriculum materials to promote teacher E.A. Davispp.3-14 learning Educational Researcher, 34 (3) pp. 3-14 Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage, (p,3). Donato, R. 2003. Action Research. Resources Digest. University of Pittsburgh. Erwin, R. (1985). Research in Critical Reading Instruction. Research and Teaching in Developmental Education, 1(2), 49-54. Retrieved June 13, 2020, from ww.jstor.org/stable/42801727 Flynn, L. (1989). Developing critical reading skills through cooperative problemsolving. The Reading Teacher, 42, (9), 664- 668. Franco J. (2017). Proyecto Educativo Institucional. Inem Baldomero Sanin Cano. Manizales Freire, P. (1998). Pedagogy of freedom: ethics, democracy, and civic courage. Lanham, Lanham, MA: Rowman & Littlefield Publishers. Gascoigne, C. (2005). Toward an understanding of the relationship between L2 reading comprehension and grammatical competence. The Reading Matrix, 5(2), Retrieved fromhttp://www.readingmatrix.com/articles/gascoigne/article.pdf Giroux, (2012). The Tasks of Critical Public Intellectuals. Policy Futures in education, 10(6), 647–664. https://doi.org/10.2304/pfie.2012.10.6.647 Goodman, K. (1982). Language and literacy. Boston: Routledge & Kegan Paul. (p.105). Goodman, K. (1998). Interactive approaches to second language reading. (págs. pp.11-21). Cambrige: Cambrige University Press Grabe, W., & Stoller, F.L. (2002). Teaching and researching reading. Harlow: Pearson Education. Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock Publication Hannon, B. (2012). Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers. Reading Research Quarterly, 47(2), 125–152. https://eric.ed.gov/?id=EJ980007 Horiba, Y. (2013). Task-induced strategic processing in L2 text comprehension. 25(2). https://nflrc.hawaii.edu/rfl/October2013/articles/horiba.pdf Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press. Kartika, D. M Etty Pd, & Theri Ana, (2020 ). Effective reading strategies for reading skills by from ResearchGate website: Kemmis, S. (1988) The Action Research Reader, 3rd Edition, Deakin University, Geelong. Khonamri, F., & Karimabadi, M. (2015). Collaborative Strategic Reading and Critical Reading Ability of Intermediate Iranian Learners. Theory and Practice in Language Studies, 5(7), 1375. https://doi.org/10.17507/tpls.0507.09 Kumaravadivelu, B. (2014). The Decolonial option in English teaching. Can the subaltern act? TESOL Quarterly. 14(1), 66-85 Kurland, D (2000a). "what is critical reading?". criticalreading.com: website: http://www.criticalreading.com/criticalreading.htm. (16 de 11 de 2018). Kurland, D (2006). Strategies for Critical Reading and Writing. Retrieved July 21, 2020, http://www.criticalreading.com Kustini, Siti. (2010). Engaging Critical Thinking in The Teaching of Reading. Unpublished thesis at Indonesia University of Education Bandung Linse, C. (2005). Practical English Language Teaching Young Learners. New York: McGraw-Hill International Book Company López, & Galván. (2017). Creating Materials with ICT for CLIL Lessons: A Didactic Proposal. ResearchGate; Elsevier. https://www.researchgate.net/publication/314713940 Manoli, P., & Papadopoulou, M. (2012). Reading Strategies Versus Reading Skills: Two Faces of the Same Coin. ResearchGate; Elsevier. https://www.researchgate.net/publication/268351472 McClune, B., Alexander, J., & Jarman, R. (2012). Unexpected allies: Advancing literacy in a ‘Science–English’ cross-curricular context. International Journal of Educational Research, 55, 66–78. https://doi.org/10.1016/j.ijer.2012.07.006 McIntyre, A. (2008). Participatory action research. Sage, (p.5). Google Scholar MEN, (2014). Ministerio de Educación Nacional. Programa Nacional de Bilingüismo MEN. (2006, October). Guía No. 22 estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Retrieved from https://www.mineducacion.gov.co/cvn/1665/article-115174.html Ministerio de Educación Nacional [MEN]. (1994). Ley General de Educación (Ley 115 del 8 de febrero de 1994) http://www.mineducacion.gov.co Morrison, K. (1994) Implementing Cross-Curricular Themes (p.381). Retrieved June 14, 2020, from Google Books website Nagy, W. (1997). On the role of context in first- and secondlanguage vocabulary learning. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, Acquisition and Pedagogy, 64–83. New York: McGraw-Hill Inc Nunan, D. (1999) Second Language Teaching & Learning. Boston: Heinle & Heinle publishers. pp. 249–269 Núñez, A., & Téllez Téllez, M. F. (2009). ELT materials: The key to fostering effective teaching and learning settings. PROFILE: Issues in Teachers Professional Development, 11(2), 171-186. Oakhill, J. V. and A. Petrides. (2007). “Sex differences in the effects of interest on boys’ and girls’ reading comprehension”. British Journal of Psychology 90: 233-235 Oxford, R. L. (1990). Language Learning Strategies what every teacher should know:. Boston: Heinle & Heinle. pp.273 A1, A4. Pani, S. (2004). Reading strategy instruction through mental modeling. ELT Journal 58, 355-362. Parsons RD & Brown KS 2002. Educator as reflective practitioner and action researcher. Belmont: Wadsworth. Patterson (2010). Developing Reading Versatility, International Edition. – AbeBooks.co.uk. https://www.abebooks.co.uk Pirozzi, R. (2003). Critical Reading, Critical Thinking: A Comtemporary Issues Approach . New York: Longman. Quintana Aguilera, J. A., Restrepo Castro, D., Romero, G., & Cárdenas Messa, G. A. (2019). The effect of Content and Language Integrated Learning on the development of English reading comprehension skills. Lenguaje, 47(2), 427–452. https://doi.org/10.25100/lenguaje.v47i2.7699 Richard J. (1998), Beyong Training Perspectives on Language Teacher Education. Cambridge University Press Riska Mauliza, Iskandar Abdul Samad, & Nira Erdiana. (2019). The Implementation of Context Clues Strategy in Inferring the Meaning of Unknown Vocabulary to Improve Reading Skill. Research in English and Education Journal, 4(2), 80–88. Retrieved from http://www.jim.unsyiah.ac.id/READ/article/view/12274 Rivers, W. (1981). Teaching Foreign Language Skills in a Foreign Language Skills. Chicago: University of Chicago Press.Routledge.(p.147) Rowley, & H. Cooper. (2009). Cross-curricular approaches to teaching and learning. Retrieved June 13, 2020, from ResearchGate website: (learning, 2020,) (p.191) Savage, J. (2011). Cross-Curricular Teaching and Learning in Secondary Education. London: Routledge Scharff, M. (2019). Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course. Journal of the Scholarship of Teaching and Learning, 19(3), 49–64. Retrieved from https://eric.ed.gov/?id=EJ1219631 Serafini, F. (2004). Lessons in comprehension explicit instruction in the reading workshop. Portsmouth, NH: Heinemann. Shumaimeri. (2006, June). The Effects of Content Familiarity and Language Ability on Reading Comprehension Performance of Low and.... https://www.researchgate.net/publication/255600761 Sochor, E. (1956). Literal and Critical Reading in Social Studies, (p. 26). Unpublished doctor's dissertation, Philadelphia, Pennsylvania: Temple University, Teele, S. (2004). Overcoming barricades to reading a multiple intelligences approach. Thousand Oaks, CA: Corwin Press. Tefera. (2017). What is reading skill and its significance? Retrieved from: https://www.researchgate.net/post/what_is_reading_skill_and_its_si gnificance Timmerman, V. (2017). Cross-curricular teaching: How does it work? (p.2). https://www.france-educationinternational.fr/sites/default/files/atoms/files/crosscut-crosscurricular-teaching-how-does-it-work-synthesis.pdf Wallace, C. (1992). Critical literacy awareness in the EFL classroom. In critical language awareness, ed. Fairclough, 59-92. London: Longman. Wallace, C 2003. Critical reading in Language Education, Palgrave Macmillan. UK. Wilson, (2016) Critical reading, critical thinking University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia
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spelling	Ramirez Contreras, Odilia557800e66d46a8459c46103508094373Cruz Roa, Rubiela96d14d3c1a1bbd437013d25dd7a3f8302021-06-11T16:43:10Z2021-06-11T16:43:10Z2021-06-10https://repositorio.ucaldas.edu.co/handle/ucaldas/16726Universidad de CaldasRepositorio institucional Universidad de Caldashttps://repositorio.ucaldas.edu.coIlustraciones, fotosspa: Este estudio cualitativo de investigación acción exploró seis estrategias de lectura: predecir, inferir, propósito, conectar, tono del escritor y palabras claves Para lograr la participación de los alumnos en actividades de lectura más activas, se desarrollaron una serie de talleres considerando un enfoque transversal para el desarrollo de la lectura crítica entre los alumnos de 9º grado en una escuela pública. Se realizó con 28 estudiantes seleccionados en la Institución Educativa Inem Baldomero Sanin Cano ubicada en la ciudad de Manizales- Caldas. Los instrumentos utilizados para recopilar los datos fueron los artefactos de los estudiantes, las notas de campo de los profesores, el cuestionario de los grupos de discusión, el cuestionario de la encuesta y análisis de documentos. Los resultados demostraron que el uso de estrategias de lectura permitió el desarrollo de la lectura crítica en los estudiantes. Además, se llegó a la conclusión de que el diseño de materiales (workshop) basados en temas relacionados con el entorno de los estudiantes no sólo contribuyó a mejorar su conocimiento del inglés, sino también para ampliar sus conocimientos en otras áreas del campo académico, relacionado directamente con un enfoque intercultural.eng: This qualitative action research study explored six reading strategies; predict, infer, purpose, connect, writer’s tone, and keywords through the implementation of workshops focused on the cross-curricular approach to developing critical reading skills among 9th graders at a public school. To engage students in more dynamic reading activities, a series of workshops were developed considering the cross-cutting approach. The study was conducted with 22 students selected at the Educational Institution Inem Baldomero Sanin Cano located in the city of Manizales- Caldas. The instruments used to collect data were students’ artifacts, teachers’ field notes, focus group questionnaires, survey questionnaire, and documentary analyses. The findings demonstrated that the use of reading strategies within a cross-curricular approach facilitated the development of critical reading in students. In addition, it was concluded that the design of materials (workshop) based on topics related to the students' environment had an impact that not only contributed to improve their knowledge of English, but also to expand their knowledge in other areas of the academic field.Abstract / Resumen / Introduction / 1. Research Problem / 1.2 Description of the Context and Setting / 1.3 Description of the problema / 1.4 Research Question and Objectives / 1.4.2 Research Objectives / 2. Literature review / 2.1 Theoretical Framework / 2.1.1 Reading / 2.1.2 Reading as a Process / 2.1.3 Reading as a Skill / 2.1.4 Reading Strategies / 2.1.5 Critical Reading / 2.1.6 Cross Curricular approach / 2. Previous Related Studies / 3. Methodological Design / 3.1. Research Desing / 3.2 Participants / 3.3 Data Gathering Instruments / Table. 1 / Graph. 1 / 4. Research Stage / 4.2 Instructional Design and Pedagogical Intervention / 4.2.1 Instructional Design / 4.2.2 Pedagogical Intervention / Table. 2 / 4.3 Action Stage / Graph. 2 / 4.4 Evaluation Stage / Graph. 3 / Graph. 4 / 5. Finding / Conclusions / References /AppendicesMaestríaMagister en Didáctica del Inglés - Manizalesapplication/pdfengspaCritical reading through a cross - curricular approachTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesManizalesMaestría en Didáctica del Inglés - ManizalesAkın, F., Koray, Ö., & Tavukçu, K. (2015). How Effective is Critical Reading in the Understanding of Scientific Texts? Procedia - Social and Behavioral Sciences.Albeckay. (2013). Developing Reading Skills through Critical Reading Program amongst Undergraduate EFL Students in Libya. ResearchGate; Elsevier.Alderson, J. c. (2000). Assessing Reading . Cambrige , UK: University Press.Anderson, N. J. (2003). Metacognitive Reading Strategies Increase L2 Performance. The leanguage teacher online. vol. 27(7): pp. 1- 3 .Ávila, Sánchez, Gámez, & Soto. (2020). Developing digital lessons to integrate social science teaching in Colombia using Google Earth. https://www.researchgate.net/publication/341528128Ball, B. (2008). Content Knowledge for Teaching What Makes It Special? (p. 2); Sage Publications.Barnes, J (2015) Cross-Curricular Learning 3-14 London EC1Y1SP editor James ClarkBeane, J. A. (1995). Curriculum Integration and the Disciplines of Knowledge. The Phi Delta Kappan, 76(8), 616–622. Retrieved from https://www.jstor.org/stable/20405413?Block, C. & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.Brown, A. L. (1978). Knowing When, Where, and How to Remember: A Problem of Metacognition. In R. Glaser (ed.) Advances in Instructional Psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.Brown, G. & Atikns, M. (1994). Effective teaching in higher education. London: Routledge (p.172)Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, Prentice Hall Regents.Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 120–133.Clark, M.A. and Silberstein, S. (1987). Toward a Realization of Psycholinguistic Principles in the ESL Reading Class, in Methodology” (p. 83). TESOL. New York: New Bury HouseCombs, R. (1992). Developing Critical Reading Skills through Whole Language Strategies. (p. 4). Ed.gov. https://eric.ed.gov/?id=ED353556Conley, M. W. (1992). Content reading instruction A communication approach. San Francisco: McGraw-Hill.Council of Europe. (2002) Common European framework of reference for language: learning, teaching, assessment. (n.d.). https://rm.coe.int/16802fc1bfCozby, (2000) Methods in Behavioral Research by Paul C. Books.Davies, M., & Barnett, R. (2015). Critical thinking in higher education (pp. 1–26). NewYork: Palgave Macmillan.Davis, J.S. Krajcik, (2005), Designing educative curriculum materials to promote teacher E.A. Davispp.3-14 learning Educational Researcher, 34 (3) pp. 3-14Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage, (p,3).Donato, R. 2003. Action Research. Resources Digest. University of Pittsburgh.Erwin, R. (1985). Research in Critical Reading Instruction. Research and Teaching in Developmental Education, 1(2), 49-54. Retrieved June 13, 2020, from ww.jstor.org/stable/42801727Flynn, L. (1989). Developing critical reading skills through cooperative problemsolving. The Reading Teacher, 42, (9), 664- 668.Franco J. (2017). Proyecto Educativo Institucional. Inem Baldomero Sanin Cano. ManizalesFreire, P. (1998). Pedagogy of freedom: ethics, democracy, and civic courage. Lanham, Lanham, MA: Rowman & Littlefield Publishers.Gascoigne, C. (2005). Toward an understanding of the relationship between L2 reading comprehension and grammatical competence. The Reading Matrix, 5(2), Retrieved fromhttp://www.readingmatrix.com/articles/gascoigne/article.pdfGiroux, (2012). The Tasks of Critical Public Intellectuals. Policy Futures in education, 10(6), 647–664. https://doi.org/10.2304/pfie.2012.10.6.647Goodman, K. (1982). Language and literacy. Boston: Routledge & Kegan Paul. (p.105).Goodman, K. (1998). Interactive approaches to second language reading. (págs. pp.11-21). Cambrige: Cambrige University PressGrabe, W., & Stoller, F.L. (2002). Teaching and researching reading. Harlow: Pearson Education.Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock PublicationHannon, B. (2012). Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers. Reading Research Quarterly, 47(2), 125–152. https://eric.ed.gov/?id=EJ980007Horiba, Y. (2013). Task-induced strategic processing in L2 text comprehension. 25(2). https://nflrc.hawaii.edu/rfl/October2013/articles/horiba.pdfHudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press.Kartika, D. M Etty Pd, & Theri Ana, (2020 ). Effective reading strategies for reading skills by from ResearchGate website:Kemmis, S. (1988) The Action Research Reader, 3rd Edition, Deakin University, Geelong.Khonamri, F., & Karimabadi, M. (2015). Collaborative Strategic Reading and Critical Reading Ability of Intermediate Iranian Learners. Theory and Practice in Language Studies, 5(7), 1375. https://doi.org/10.17507/tpls.0507.09Kumaravadivelu, B. (2014). The Decolonial option in English teaching. Can the subaltern act? TESOL Quarterly. 14(1), 66-85Kurland, D (2000a). "what is critical reading?". criticalreading.com: website: http://www.criticalreading.com/criticalreading.htm. (16 de 11 de 2018).Kurland, D (2006). Strategies for Critical Reading and Writing. Retrieved July 21, 2020, http://www.criticalreading.comKustini, Siti. (2010). Engaging Critical Thinking in The Teaching of Reading. Unpublished thesis at Indonesia University of Education BandungLinse, C. (2005). Practical English Language Teaching Young Learners. New York: McGraw-Hill International Book CompanyLópez, & Galván. (2017). Creating Materials with ICT for CLIL Lessons: A Didactic Proposal. ResearchGate; Elsevier. https://www.researchgate.net/publication/314713940Manoli, P., & Papadopoulou, M. (2012). Reading Strategies Versus Reading Skills: Two Faces of the Same Coin. ResearchGate; Elsevier. https://www.researchgate.net/publication/268351472McClune, B., Alexander, J., & Jarman, R. (2012). Unexpected allies: Advancing literacy in a ‘Science–English’ cross-curricular context. International Journal of Educational Research, 55, 66–78. https://doi.org/10.1016/j.ijer.2012.07.006McIntyre, A. (2008). Participatory action research. Sage, (p.5). Google ScholarMEN, (2014). 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UK.Wilson, (2016) Critical reading, critical thinking University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Enfoque transversalEstrategias de lecturaTalleres de lecturaVocabularioLectura críticaCiencias de la educaciónORIGINALRubiela_CruzRoa_Odilia_RamirezContreras_2021.pdfRubiela_CruzRoa_Odilia_RamirezContreras_2021.pdfCritical Reading Through a Cross-Curricular Approachapplication/pdf3119210https://repositorio.ucaldas.edu.co/bitstream/ucaldas/16726/1/Rubiela_CruzRoa_Odilia_RamirezContreras_2021.pdf1134a1c2f5102733d938732575a4d72bMD51ACTA SUSTENTACION RUBIELA CRUZ C-XXIII 2021-I.pdfACTA SUSTENTACION RUBIELA CRUZ C-XXIII 2021-I.pdfActa de sustentaciónapplication/pdf78049https://repositorio.ucaldas.edu.co/bitstream/ucaldas/16726/3/ACTA%20SUSTENTACION%20RUBIELA%20CRUZ%20C-XXIII%202021-I.pdf8aee5b8d7a1547138339b5d546d35539MD53carta-autorizacion-publicacion-contenidos-repositorioinstitucional-con 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

Critical reading through a cross - curricular approach

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