Tesis de Pregrado UnACh

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Language: search.filters.language.EnglishSubject: search.filters.subject.READING COMPREHENSION

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    The use of metacognitive strategies for reading comprehension through the cognitive academic language learning approach.
    (2015-11)
    Baeza Aguilera, Soledad Fernanda
    ;
    Espinoza Rojas, Gonzalo Ignacio
    ;
    Tamarín Tamarín, Nicolás Andrés
    ;
    Vilgósola Campos, Marcela Soledad
    The vast majority of Chilean students present some difficulties at the moment of reading and understanding a written text. There are some reasons to justify the problem, such as the lack of vocabulary and the lack of essential strategies to accomplish the reading tasks, which seem to have been ignored in the classroom for years. Because of this, this quasi-experimental mixed designed study attempts to discover the effects of the use of metacognitive strategies in the classroom on students’ reading comprehension. The study was carried out through the implementation of the Cognitive Academic Language Learning Approach, also known as CALLA, which was designed to provide academic language development to English Language Learners. The sample was taken from 2 different subsidized schools ―Sidney College‖ and ―Sebastian School‖, at high school level who were assessed on the effective use of these strategies through reading tests and oral interviews based on the approach mentioned before. The findings of our research proved that the hypothesis proposed was true: subjects improved their level of reading comprehension through the use of metacognitive strategies. This made contributions over the teaching-learning process for those, teachers and students, who are interested in working with metacognitive strategies to develop the reading skill or other subject areas.
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    Use of strategies in extensive readings in language learners from the english teacher training program of the Adventist University of Chile.
    (2013-11)
    Herrera Marín, Carolina Ximena
    ;
    Urbina Cerda, Katheryn Alexandra
    ;
    Thomann López, Steffi Rossana
    ;
    Vildósola Campos, Marcela
    The present investigation deals with reading strategies and how they can be useful in reading comprehension tasks, especially extensive readings. Our research was done with the help of four subjects as our sample, who are students from the English Teacher Training Program of the Adventist University of Chile. The aim of our research was to discover whether the use of reading strategies had an effect on the comprehension of extensive readings. To fulfill our goals, a number of reading strategies was selected and presented to the participants in various interventions to their English Literature II course. To accomplish our objective, we decided to measure the final results obtained by the participants in two different reading tests, one, to evaluate the reading of the book Jane Eyre and the other to assess the reading of the book Pride and Prejudice. We compared them to the results attained by students of previous years, when answering the same tests. This gave us interesting information on how strategies can affect the reading process.
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    The effect of multimodalities on reading comprehension in efl students.
    (2017-10)
    Aranda Gutiérrez, Constanza Ester
    ;
    Arteaga Muñoz, Melisa Andrea
    ;
    Martínez García, Jacqueline Abigail
    ;
    Vildósola Campos, Marcela Soledad
    Reading, one of the four skills that students need to develop when learning English as a second language, represents a stressful experience for both students and teachers due to the formers’ low level of reading proficiency when it comes to reading comprehension. However, the task of increasing their reading comprehension cannot be carried out using only one strategy or method since every student is different and has different needs. One approach that seeks to incorporate the different students’ learning styles is multimodality. This quasi-experimental, mixed method study explores the effect of multimodalities on the students’ reading comprehension. The results were obtained from two groups of sixth graders and two groups of eleventh graders.