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Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills

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dc.contributor.advisorLorduy Arellano, Danilza
dc.contributor.authorAlba Acosta, José Manuel de
dc.contributor.juryValle Zapata, Liliana Beatriz
dc.contributor.juryJerez Rodríguez, Sonia María
dc.contributor.registrationauthorityHerrera Naranjo, Sol Jashmed
dc.date.accessioned2023-12-19T00:16:49Z
dc.date.available2023-12-19T00:16:49Z
dc.date.issued2023-12-14
dc.description.abstractEng: This Action Case Study implemented a Content-Based Instruction (CBI) approach to enhance the reading comprehension skills of ninth-grade students in a Colombian public school. The focus was on health-themed lessons, assessing their impact on literal, inferential, and critical reading skills with lengthy informative texts. Qualitative methods, including a diagnostic test, researcher observations, and the researcher journal, were employed over few weeks. Results showed improved comprehension and expanded health vocabulary through discussions and posters. However, challenges persisted in fully summarizing main ideas, emphasizing the need for enhanced strategic processing. The study highlights the effectiveness of CBI in bolstering reading skills, shedding light on areas for further improvement in strategic processing to enhance working memory and information retention. Spa: Este estudio de caso de acción implementó un enfoque de instrucción basada en contenidos (CBI) para mejorar las habilidades de comprensión lectora de estudiantes de noveno grado en una escuela pública colombiana. La atención se centró en lecciones con temas de salud, evaluando su impacto en las habilidades de lectura literal, inferencial y crítica con textos informativos extensos. Durante algunas semanas se emplearon métodos cualitativos, incluida una prueba de diagnóstico, observaciones del investigador y el diario del investigador. Los resultados mostraron una mejor comprensión y un vocabulario de salud ampliado a través de debates y carteles. Sin embargo, persistieron los desafíos para resumir completamente las ideas principales, enfatizando la necesidad de un mejor procesamiento estratégico. El estudio destaca la eficacia de la CBI para reforzar las habilidades de lectura, arrojando luz sobre áreas que necesitan mejoras adicionales en el procesamiento estratégico para mejorar la memoria de trabajo y la retención de información.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. Introduction ............................................................................................................................... 1eng
dc.description.tableofcontents2. Theoretical and Conceptual Framework ................................................................................... 4eng
dc.description.tableofcontents2.1 Reading. .................................................................................................................................. 4eng
dc.description.tableofcontents2.2 Reading comprehension. ........................................................................................................ 6eng
dc.description.tableofcontents2.2.1 Literal comprehension:. .................................................................................... 8eng
dc.description.tableofcontents2.2.2 Inferential comprehension:............................................................................... 8eng
dc.description.tableofcontents2.2.3 Critical comprehension:. .................................................................................. 8eng
dc.description.tableofcontents2.3 Content-Based Instruction. ..................................................................................................... 8eng
dc.description.tableofcontents2.3.1 Motivate Language Learning: .......................................................................... 9eng
dc.description.tableofcontents2.3.2 Prepare for Academic Success: ........................................................................ 9eng
dc.description.tableofcontents2.4 Scaffolding (As a methodology). ......................................................................................... 10eng
dc.description.tableofcontents2.5 Informative Texts. ................................................................................................................ 10eng
dc.description.tableofcontents2.6 Literature Review. ................................................................................................................ 11eng
dc.description.tableofcontents3. Methodology ........................................................................................................................... 15eng
dc.description.tableofcontents3.1 Type of study. ....................................................................................................................... 15eng
dc.description.tableofcontents3.2 Action Case Research Cycle ................................................................................................ 17eng
dc.description.tableofcontents3.2 Context and Participants. ...................................................................................................... 18eng
dc.description.tableofcontents3.3 Data Collection Techniques. .................................................................................................... 19eng
dc.description.tableofcontents3.3.1 Production tasks. ............................................................................................................... 19eng
dc.description.tableofcontents3.3.2 A diagnostic reading test. .................................................................................................. 21eng
dc.description.tableofcontents3.3.3 Participants observations. ................................................................................................. 22eng
dc.description.tableofcontents3.3.4 Diary (or journal) as a data collection technique. ............................................................ 23eng
dc.description.tableofcontents3.4 Data Analysis. .......................................................................................................................... 24eng
dc.description.tableofcontents4. Implementation. ...................................................................................................................... 26eng
dc.description.tableofcontents5. Findings................................................................................................................................... 28eng
dc.description.tableofcontents5.1 Improvement of vocabulary. ................................................................................................. 28eng
dc.description.tableofcontents5.2 Progress in reading comprehension tasks............................................................................ 30eng
dc.description.tableofcontents5.3 Hard times in reading comprehension activities. ................................................................. 32eng
dc.description.tableofcontents5.4 They did not use a reading technique. .................................................................................. 33eng
dc.description.tableofcontents6. Discussion. .............................................................................................................................. 35eng
dc.description.tableofcontents7. Conclusion. ............................................................................................................................. 37eng
dc.description.tableofcontents7.1 Limitations and Suggestion for Future Research. ................................................................ 38eng
dc.description.tableofcontents8. Annexes................................................................................................................................... 40eng
dc.description.tableofcontents9. References ............................................................................................................................... 43eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7987
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2023
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsContent-based instruction (CBI)eng
dc.subject.keywordsReading comprehensioneng
dc.subject.keywordsCBI lessonseng
dc.subject.keywordsAction case research studyeng
dc.subject.keywordsVocabulary acquisitioneng
dc.subject.keywordsLiteracy enhancementeng
dc.titleImplementing cbi lessons to develop 9 th grade students’ reading comprehension skillseng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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