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    Implementación de la estrategia TWA para motivar el desarrollo de la comprensión lectora en estudiantes del grado 3° de la IED Porfirio Barba Jacob y del grado 9° de la IED Tequendama

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    Date

    2019

    Author

    Cifuentes, Duvier José
    Buitrago Ávila, Flor Marleny
    González Pulido, Martha Cecilia

    Título obtenido

    Magister en Educación

    Director de tesis

    Murillo Lara, Luis Alejandro

    Publicador

    Universidad La Gran Colombia

    Facultad

    Facultad de Postgrados

    Programa

    Maestría en Educación

    Citación

           
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    TY - GEN T1 - Implementación de la estrategia TWA para motivar el desarrollo de la comprensión lectora en estudiantes del grado 3° de la IED Porfirio Barba Jacob y del grado 9° de la IED Tequendama AU - Cifuentes, Duvier José AU - Buitrago Ávila, Flor Marleny AU - González Pulido, Martha Cecilia Y1 - 2019 UR - http://hdl.handle.net/11396/5433 PB - Universidad La Gran Colombia AB - This research originates from two problems detected in Colombian students. The lack of reading comprehension, determined by the low results obtained in the internal and external tests with which they are evaluated throughout their academic training and the low motivation to read, evidenced in their attitudes towards this process and their preference for develop other types of play activities different from reading. The purpose of this research was to determine the effectiveness of the TWA metacognitive strategy (Thinking before reading, think while Reading, and think after reading) proposed by Mason (2004) in third grade students of IED Porfirio Barba Jacob and ninth grade secondary school of IED Tequendama. The application of several instruments (input and output reading tests and activities specific to the TWA strategy) allowed establishing the strengths and weaknesses of this strategy in each of the groups of the population under study ER - @misc{11396_5433, author = {Cifuentes Duvier José and Buitrago Ávila Flor Marleny and González Pulido Martha Cecilia}, title = {Implementación de la estrategia TWA para motivar el desarrollo de la comprensión lectora en estudiantes del grado 3° de la IED Porfirio Barba Jacob y del grado 9° de la IED Tequendama}, year = {2019}, abstract = {This research originates from two problems detected in Colombian students. The lack of reading comprehension, determined by the low results obtained in the internal and external tests with which they are evaluated throughout their academic training and the low motivation to read, evidenced in their attitudes towards this process and their preference for develop other types of play activities different from reading. The purpose of this research was to determine the effectiveness of the TWA metacognitive strategy (Thinking before reading, think while Reading, and think after reading) proposed by Mason (2004) in third grade students of IED Porfirio Barba Jacob and ninth grade secondary school of IED Tequendama. The application of several instruments (input and output reading tests and activities specific to the TWA strategy) allowed establishing the strengths and weaknesses of this strategy in each of the groups of the population under study}, url = {http://hdl.handle.net/11396/5433} }RT Generic T1 Implementación de la estrategia TWA para motivar el desarrollo de la comprensión lectora en estudiantes del grado 3° de la IED Porfirio Barba Jacob y del grado 9° de la IED Tequendama YR 2019 LK http://hdl.handle.net/11396/5433 PB Universidad La Gran Colombia AB This research originates from two problems detected in Colombian students. The lack of reading comprehension, determined by the low results obtained in the internal and external tests with which they are evaluated throughout their academic training and the low motivation to read, evidenced in their attitudes towards this process and their preference for develop other types of play activities different from reading. The purpose of this research was to determine the effectiveness of the TWA metacognitive strategy (Thinking before reading, think while Reading, and think after reading) proposed by Mason (2004) in third grade students of IED Porfirio Barba Jacob and ninth grade secondary school of IED Tequendama. The application of several instruments (input and output reading tests and activities specific to the TWA strategy) allowed establishing the strengths and weaknesses of this strategy in each of the groups of the population under study OL Spanish (121)
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    Palabras clave

    Motivación lectora
    Estrategias metacognitivas
    Estrategia TWA
    Lectura - Comprensión
    Procesos - Aprendizaje
    Lectura - Enseñanza
    Pensamiento crítico
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    Abstract

    Esta investigación se origina a partir de dos problemáticas detectadas en los estudiantes colombianos. La falta de comprensión lectora, determinada por los bajos resultados obtenidos en las pruebas internas y externas con las que son evaluados a lo largo de su formación académica y la poca motivación por leer, evidenciada en sus actitudes frente a este proceso y por su preferencia para desarrollar otro tipo de actividades lúdicas diferentes a la lectura. El propósito de esta investigación fue determinar la efectividad de la estrategia metacognitiva TWA (Thinking before reading, think while Reading, think after reading) propuesta por Mason (2004) en estudiantes del grado tercero de primaria de la IED Porfirio Barba Jacob y de noveno de secundaria básica de la IED Tequendama. La aplicación de varios instrumentos (pruebas de lectura de entrada y de salida y actividades propias de la estrategia TWA), permitió establecer las fortalezas y debilidades de dicha estrategia en cada uno de los grupos de la población objeto de estudio

    Abstract

    This research originates from two problems detected in Colombian students. The lack of reading comprehension, determined by the low results obtained in the internal and external tests with which they are evaluated throughout their academic training and the low motivation to read, evidenced in their attitudes towards this process and their preference for develop other types of play activities different from reading. The purpose of this research was to determine the effectiveness of the TWA metacognitive strategy (Thinking before reading, think while Reading, and think after reading) proposed by Mason (2004) in third grade students of IED Porfirio Barba Jacob and ninth grade secondary school of IED Tequendama. The application of several instruments (input and output reading tests and activities specific to the TWA strategy) allowed establishing the strengths and weaknesses of this strategy in each of the groups of the population under study
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    http://hdl.handle.net/11396/5433
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