Las Estrategias de Lectura En Inglés de Dos Docentes de Inglés en Formación.
DOI:
https://doi.org/10.17533/udea.ikala.9910Palabras clave:
estrategias, comprensión lectora, metacognición, maestros de inglés en formación.Resumen
Este estudio reporta los resultados de una investigación acerca de las estrategias de comprensión de lectura utilizadas por dos estudiantes de una licenciatura en inglés: uno con mejor suficiencia lectora que el otro. Los participantes son estudiantes de un programa de licenciatura de una universidad pública localizada en el eje cafetero colombiano. La información de la lectura de los participantes fue recolectada por medio de protocolos de pensamiento en voz alta (think-aloud protocols) y el análisis se realizó utilizando el método de comparación constante (Glaser y Strauss, 1999). Los hallazgos sugieren que la lectura de los participantes se caracterizó por diferencias en tres áreas: el número de estrategias evocadas, la frecuencia de su utilización y la calidad del uso de las estrategias por cada lector. A partir de los dos casos, se discuten implicaciones para la enseñanza de la lectura y para futuras investigaciones.
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