A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporat...

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Autores:
Gómez González, Juan David
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66893
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66893
http://bdigital.unal.edu.co/67921/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
metacognition
reading comprehension
reading strategies
comprensión de lectura
estrategias de lectura
inglés como lengua extranjera
meta-cognición
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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oai_identifier_str oai:repositorio.unal.edu.co:unal/66893
network_acronym_str UNACIONAL2
network_name_str Universidad Nacional de Colombia
repository_id_str
spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Gómez González, Juan David13d630e0-3f9d-4037-8dc2-e7f22d152c4c3002019-07-03T03:04:37Z2019-07-03T03:04:37Z2017-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66893http://bdigital.unal.edu.co/67921/This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.La propuesta que se presenta apunta al desarrollo de la comprensión lectora en un nivel intermedio mediante el uso estratégico e iterativo de tareas específicas. La argumentación a favor de incorporar este acercamiento compuesto en clases de comprensión lectora empieza con una explicación de sus ventajas, el contexto en el cual llegó a ser y la relación que luego se estableció con el discurso teórico del campo. Posteriormente, se detallan sus tres elementos principales: indicadores textuales, enseñanza de estrategias y aprendizaje de contenido. Se concluye con un modelo pedagógico para la implementación del acercamiento que hace uso de los tres elementos constitutivos de la propuesta.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/58826Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentGómez González, Juan David (2017) A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 187-201. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureEnglish as a foreign languagemetacognitionreading comprehensionreading strategiescomprensión de lecturaestrategias de lecturainglés como lengua extranjerameta-cogniciónA Model for the Strategic Use of Metacognitive Reading Comprehension StrategiesArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL58826-338307-1-PB.pdfapplication/pdf200911https://repositorio.unal.edu.co/bitstream/unal/66893/1/58826-338307-1-PB.pdf0b7fa08134808895ca304af94c1aae74MD51THUMBNAIL58826-338307-1-PB.pdf.jpg58826-338307-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg6900https://repositorio.unal.edu.co/bitstream/unal/66893/2/58826-338307-1-PB.pdf.jpge39b358efad248baef22c14fe9ae340eMD52unal/66893oai:repositorio.unal.edu.co:unal/668932023-05-27 23:02:56.202Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
title A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
spellingShingle A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
metacognition
reading comprehension
reading strategies
comprensión de lectura
estrategias de lectura
inglés como lengua extranjera
meta-cognición
title_short A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
title_full A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
title_fullStr A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
title_full_unstemmed A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
title_sort A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
dc.creator.fl_str_mv Gómez González, Juan David
dc.contributor.author.spa.fl_str_mv Gómez González, Juan David
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
English as a foreign language
metacognition
reading comprehension
reading strategies
comprensión de lectura
estrategias de lectura
inglés como lengua extranjera
meta-cognición
dc.subject.proposal.spa.fl_str_mv English as a foreign language
metacognition
reading comprehension
reading strategies
comprensión de lectura
estrategias de lectura
inglés como lengua extranjera
meta-cognición
description This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:04:37Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:04:37Z
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.type.content.spa.fl_str_mv Text
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66893
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67921/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66893
http://bdigital.unal.edu.co/67921/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/58826
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Gómez González, Juan David (2017) A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 187-201. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66893/1/58826-338307-1-PB.pdf
https://repositorio.unal.edu.co/bitstream/unal/66893/2/58826-338307-1-PB.pdf.jpg
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repository.name.fl_str_mv Repositorio Institucional Universidad Nacional de Colombia
repository.mail.fl_str_mv repositorio_nal@unal.edu.co
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