Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia
This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is...
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| Format: | Article |
| Language: | English |
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Universidad Pedagógica Nacional
2016-06-01
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| Series: | Folios |
| Subjects: | |
| Online Access: | http://revistas.pedagogica.edu.co/index.php/RF/article/view/3959 |
| _version_ | 1797427996061073408 |
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| author | Bibian Alexandra Rodríguez Ribero María Eugenia Calderón Sánchez Martha Helena Leal Reyes Nicolás Arias-Velandia |
| author_facet | Bibian Alexandra Rodríguez Ribero María Eugenia Calderón Sánchez Martha Helena Leal Reyes Nicolás Arias-Velandia |
| author_sort | Bibian Alexandra Rodríguez Ribero |
| collection | DOAJ |
| description | This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. The participants were third- and fourth-grade students: the intervention group (which had an initial assessment, and were submitted to classroom intervention in metacomprehension using self-questioning—implemented by the first three authors—, and had a final assessment), and the control group (which had initial assessment, the usual classroom work with other teachers, and final assessment). The Comprensión Lingüística Progresiva (clp, Alliende, Condemarín & Milicic, 2004)—a reading comprehension test—and the students’ metacomprehensive strategies questionnaire were administered to students in both groups, in the initial and final assessments. This information was complemented with interview data from other teachers (different from the authors) in order to know their perspective on reading comprehension underlying their reading teaching practices. Results showed a rise in reading comprehension tests scores and diversification in the use of metacomprehensive strategies only in the intervention group, and different conceptions of reading comprehension in other teachers, which had nothing to do with metacomprehension strategies. |
| first_indexed | 2024-03-09T08:51:50Z |
| format | Article |
| id | doaj.art-23a6805945fd4724909e20ad2bd97b25 |
| institution | Directory Open Access Journal |
| issn | 0123-4870 0120-2146 |
| language | English |
| last_indexed | 2024-03-09T08:51:50Z |
| publishDate | 2016-06-01 |
| publisher | Universidad Pedagógica Nacional |
| record_format | Article |
| series | Folios |
| spelling | doaj.art-23a6805945fd4724909e20ad2bd97b252023-12-02T14:00:08ZengUniversidad Pedagógica NacionalFolios0123-48700120-21462016-06-0124410.17227/01234870.44folios93.1083088Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, ColombiaBibian Alexandra Rodríguez Ribero0María Eugenia Calderón Sánchez1Martha Helena Leal Reyes2Nicolás Arias-Velandia3Universidad de La SabanaUniversidad de La SabanaUniversidad de La SabanaUniversidad de La SabanaThis research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. The participants were third- and fourth-grade students: the intervention group (which had an initial assessment, and were submitted to classroom intervention in metacomprehension using self-questioning—implemented by the first three authors—, and had a final assessment), and the control group (which had initial assessment, the usual classroom work with other teachers, and final assessment). The Comprensión Lingüística Progresiva (clp, Alliende, Condemarín & Milicic, 2004)—a reading comprehension test—and the students’ metacomprehensive strategies questionnaire were administered to students in both groups, in the initial and final assessments. This information was complemented with interview data from other teachers (different from the authors) in order to know their perspective on reading comprehension underlying their reading teaching practices. Results showed a rise in reading comprehension tests scores and diversification in the use of metacomprehensive strategies only in the intervention group, and different conceptions of reading comprehension in other teachers, which had nothing to do with metacomprehension strategies.http://revistas.pedagogica.edu.co/index.php/RF/article/view/3959Lectura, comprensión lectora, metacognición, estrategias metacomprensivas, autopreguntas |
| spellingShingle | Bibian Alexandra Rodríguez Ribero María Eugenia Calderón Sánchez Martha Helena Leal Reyes Nicolás Arias-Velandia Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia Folios Lectura, comprensión lectora, metacognición, estrategias metacomprensivas, autopreguntas |
| title | Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia |
| title_full | Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia |
| title_fullStr | Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia |
| title_full_unstemmed | Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia |
| title_short | Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia |
| title_sort | use of meta comprehensive strategies to strengthen reading comprehension in second cycle students from a public school at bogota colombia |
| topic | Lectura, comprensión lectora, metacognición, estrategias metacomprensivas, autopreguntas |
| url | http://revistas.pedagogica.edu.co/index.php/RF/article/view/3959 |
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