Estrategia didáctica para el desarrollo de la comprensión lectora en inglés como lengua extranjera dirigida a estudiantes de ciclo cinco de la I.E.D Juana Escobar

Abstract

This project emerges with the aim of going into detail about the disciplinary field related to teaching English as a foreign language; specifically the use of reading comprehension strategies at Juana Escobar School during 2014 year. The most important goal of this research was to establish the students` reading strategies from 10th and 11th grades their use and how often they use them to see the consistency between them and the English Standards adopted by Ministerio de Educación Nacional (MEN). To that effect, the methodological design used was qualitative with a descriptive-analytical approach and supported with the instruments such as: the EECLI survey (English Reading Comprehension Strategies Survey), a Spanish translation of SORS (Survey of Reading Strategies) and the focus group. Based on the data collection and the data analysis, results demonstrated that the english reading level of 10th and 11th grades differs from the English Standards. Consequently, a didactic strategy called “English Reading Calendar” was designed based on metacognitive strategies to strengthen the development of English reading comprehension of those students