Reading comprehension strategies: a case study in a bilingual high school
Comprehension is the main purpose of reading and involves three factors: the reader, the text, and the context in which the text is read. However, not everybody reaches comprehension. Perhaps there is a lack of interest from the reader, the text is not appropriate or simply the reader does not use t...
- Autores:
-
Rodríguez Hernández, Jessica Mariela
Rodríguez Bulnes, Guadalupe
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2009
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/28027
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/28027
http://bdigital.unal.edu.co/18075/
- Palabra clave:
- reading comprehension
comprensión lectora
metacognición
cognición
metacognition
cognition
metacognition
cognition
socioaffectivity
metacognición
cognición
socioafectividad
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | Comprehension is the main purpose of reading and involves three factors: the reader, the text, and the context in which the text is read. However, not everybody reaches comprehension. Perhaps there is a lack of interest from the reader, the text is not appropriate or simply the reader does not use the strategies needed to obtain meaning. Being aware of reading comprehension strategies will make students become effective readers thanks to cognitive, metacognitive and sociaffective processes. This paper describes the methodology applied to identify the reading strategies used by bilingual students in high school and the interpretation of data obtained in a first approach. Also, it shows the future work needed to validate the data from the questionnaries applied. |
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