Examinando por Materia "Reading to Learn (R2L)"

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    Teaching affixation through reading to learn to improve student’s reading comprehension
    (Universidad de Córdoba, 2025-07-18) Paternina Barba Paula Andrea; Vergara Urrea Valentina; Martínez Díaz, Luis Alfredo; Bohorquez Rodríguez, Deimer David; García Montes, Paula Andrea
    Reading is an important receptive skill in learning a new language, as comprehension involves extracting and constructing meaning. This process allows readers to form mental representations by visualizing words and understanding meaning in context. While some studies have examined affixation instruction and the Reading to Learn (R2L) approach separately, little research has explored how teaching affixation within the R2L cycle might enhance affixation awareness and reading comprehension. This study aimed to determine whether teaching affixation through R2L improves 10th graders’ reading comprehension and to describe their development of affixation awareness. Data sources included video-recorded lessons, and some students stimulated recalls sessions. Findings showed that affixation instruction within the R2L framework increased students’ affixation awareness, which in turn improved comprehension—particularly within factorial and consequential explanation genres. Students applied knowledge of prefixes and suffixes to decode vocabulary, identify grammatical roles, and understand text structure in support of achieving communicative purposes. This study contributes to the field of language education by demonstrating how integrating affixation instruction into the R2L cycle can strengthen students’ reading comprehension. It offers practical insights for L2 educators seeking effective strategies to teach word formation and genre-based reading in public school settings.