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

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