Fomentando la Comprensión de Lectura y el Aprendizaje Autodirigido en un Ambiente de Lectura Estratégica Colaborativa (LEC)
DOI:
https://doi.org/10.17533/udea.ikala.v20n1a02Palabras clave:
aprendizaje auto-dirigido, comprensión de lectura, estrategias de lectura, lectura estratégica colaborativa, trabajo colaborativo.Resumen
Este proyecto de investigación se llevó a cabo en cinco instituciones educativas pú- blicas por un grupo de docentes-investigadores de inglés que residen en diferentes regiones de Colombia. Debido a una preocupación compartida con relación al desarrollo de habilidades de lectura y de autorregulación en el aula, un estudio (múltiple) de investigación-acción fue diseñado para examinar si el uso de la lectura estratégica colaborativa (CSR en inglés) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) podría fomentar la comprensión de lectura en los estudiantes y al mismo tiempo ayudarles a convertirse en aprendices autodirigidos. Cuestionarios y pruebas de lectura realizados antes y después de la implementación por los estudiantes, el diario de aprendizaje de los estudiantes, y los diarios del profesor constituyeron los métodos de recopilación de datos utilizados en el estudio. Los resultados indican que el uso de la lectura estratégica colaborativa generó un impacto positivo en las actitudes y hábitos de aprendizaje de los estudiantes.
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