Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting
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| Format: | Artículo científico |
| Langue: | en |
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Universidad de Antioquia
2015
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| _version_ | 1876447910682427392 |
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| author | Jenny Mendieta |
| author_facet | Jenny Mendieta |
| contents | Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Jenny Mendieta Libardo Múnera Tatiana Olmos Clara Onatra Patricia Pérez Elizabeth Rojas Lengua y Literatura self directed learning collaborative work reading strategies reading comprehension This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher’s journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants’ learning attitudes and habits positively. 2015 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255042320002 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.20 |
| format | Artículo científico |
| id | redalyc_255042320002 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Universidad de Antioquia |
| spellingShingle | Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Jenny Mendieta Lengua y Literatura self directed learning collaborative work reading strategies reading comprehension Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Jenny Mendieta Libardo Múnera Tatiana Olmos Clara Onatra Patricia Pérez Elizabeth Rojas Lengua y Literatura self directed learning collaborative work reading strategies reading comprehension This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher’s journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants’ learning attitudes and habits positively. 2015 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255042320002 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.20 |
| title | Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting |
| topic | Lengua y Literatura self directed learning collaborative work reading strategies reading comprehension |
| url | https://www.redalyc.org/articulo.oa?id=255042320002 |