Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies

In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students’ needs, interests and level of English. To...

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Detalles Bibliográficos
Autores: Mahecha, Rocío, Urrego, Stella, Lozano, Erika
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2011
País:Colombia
Institución:Universidad Nacional de Colombia
Repositorio:Repositorio UN
Idioma:español
OAI Identifier:oai:repositorio.unal.edu.co:unal/37730
Acceso en línea:https://repositorio.unal.edu.co/handle/unal/37730
http://bdigital.unal.edu.co/27814/
http://bdigital.unal.edu.co/27814/2/
Access Level:acceso abierto
Palabra clave:TESOL
EFL
Double entry organizers
reading comprehension
reading strategies
text coding.
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spelling Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategiesMahecha, RocíoUrrego, StellaLozano, ErikaTESOLEFLDouble entry organizersreading comprehensionreading strategiestext coding.In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students’ needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students’ attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident. En este artículo reportamos un proyecto de innovación desarrollado con un grupo de estudiantes de grado once de un colegio distrital de Bogotá. El propósito era animar a los estudiantes a mejorar su comprensión de textos en inglés. Para ello se tuvieron en cuenta sus necesidades, intereses y nivel de inglés. Se utilizaron dos estrategias de lectura: codificación de texto y organizador de doble entrada. Observamos la actitud de los estudiantes durante el desarrollo de dos lecciones, comparamos sus niveles de comprensión de lectura antes y después de utilizar las dos estrategias y les pedimos autoevaluar su desempeño. Al final pudimos apreciar mejoría en los niveles de comprensión, el disfrute en la realización de las actividades y la seguridad que alcanzaron.Universidad Nacional de Colombia, Facultad de Ciencias Humanas2019-06-28T01:57:29Z2019-06-28T01:57:29Z2011Artículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTapplication/pdfapplication/pdfhttps://repositorio.unal.edu.co/handle/unal/37730http://bdigital.unal.edu.co/27814/http://bdigital.unal.edu.co/27814/2/spahttp://revistas.unal.edu.co/index.php/profile/article/view/25707Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentMahecha, Rocío and Urrego, Stella and Lozano, Erika (2011) Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal Vol.13 No. 2: Issues in Teachers' Professional Development; 181-199 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal .Derechos reservados - Universidad Nacional de ColombiaAtribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessreponame:Repositorio UNinstname:Universidad Nacional de Colombiainstacron:Universidad Nacional de Colombia2024-01-13T04:05:55Z
dc.title.none.fl_str_mv Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
title Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
spellingShingle Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
Mahecha, Rocío
TESOL
EFL
Double entry organizers
reading comprehension
reading strategies
text coding.
title_short Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
title_full Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
title_fullStr Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
title_full_unstemmed Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
title_sort Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies
dc.creator.none.fl_str_mv Mahecha, Rocío
Urrego, Stella
Lozano, Erika
author Mahecha, Rocío
author_facet Mahecha, Rocío
Urrego, Stella
Lozano, Erika
author_role author
author2 Urrego, Stella
Lozano, Erika
author2_role author
author
dc.subject.none.fl_str_mv TESOL
EFL
Double entry organizers
reading comprehension
reading strategies
text coding.
topic TESOL
EFL
Double entry organizers
reading comprehension
reading strategies
text coding.
description In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students’ needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students’ attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident. En este artículo reportamos un proyecto de innovación desarrollado con un grupo de estudiantes de grado once de un colegio distrital de Bogotá. El propósito era animar a los estudiantes a mejorar su comprensión de textos en inglés. Para ello se tuvieron en cuenta sus necesidades, intereses y nivel de inglés. Se utilizaron dos estrategias de lectura: codificación de texto y organizador de doble entrada. Observamos la actitud de los estudiantes durante el desarrollo de dos lecciones, comparamos sus niveles de comprensión de lectura antes y después de utilizar las dos estrategias y les pedimos autoevaluar su desempeño. Al final pudimos apreciar mejoría en los niveles de comprensión, el disfrute en la realización de las actividades y la seguridad que alcanzaron.
publishDate 2011
dc.date.none.fl_str_mv 2011
2019-06-28T01:57:29Z
2019-06-28T01:57:29Z
dc.type.none.fl_str_mv Artículo de revista
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
http://purl.org/coar/version/c_970fb48d4fbd8a85
Text
http://purl.org/redcol/resource_type/ART
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/37730
http://bdigital.unal.edu.co/27814/
http://bdigital.unal.edu.co/27814/2/
url https://repositorio.unal.edu.co/handle/unal/37730
http://bdigital.unal.edu.co/27814/
http://bdigital.unal.edu.co/27814/2/
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.unal.edu.co/index.php/profile/article/view/25707
Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
Mahecha, Rocío and Urrego, Stella and Lozano, Erika (2011) Improving eleventh graders’ reading comprehension through text coding and double entry organizer reading strategies. PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal Vol.13 No. 2: Issues in Teachers' Professional Development; 181-199 PROFILE Issues in Teachers' Professional Development; Vol. 13, núm. 2 (2011): PROFILE Journal .
dc.rights.none.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos reservados - Universidad Nacional de Colombia
Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad Nacional de Colombia, Facultad de Ciencias Humanas
publisher.none.fl_str_mv Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.source.none.fl_str_mv reponame:Repositorio UN
instname:Universidad Nacional de Colombia
instacron:Universidad Nacional de Colombia
instname_str Universidad Nacional de Colombia
instacron_str Universidad Nacional de Colombia
institution Universidad Nacional de Colombia
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