Publicación:
Teaching affixation through reading to learn to improve student’s reading comprehension

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dc.audience
dc.contributor.advisorMartínez Díaz, Luis Alfredo
dc.contributor.authorPaternina Barba Paula Andrea
dc.contributor.authorVergara Urrea Valentina
dc.contributor.juryBohorquez Rodríguez, Deimer David
dc.contributor.juryGarcía Montes, Paula Andrea
dc.date.accessioned2025-07-18T13:14:53Z
dc.date.available2025-07-18T13:14:53Z
dc.date.issued2025-07-18
dc.description.abstractReading 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.eng
dc.description.abstractLa lectura es una habilidad receptiva importante en el aprendizaje de un nuevo idioma, ya que la comprensión implica extraer y construir significado. Este proceso permite a los lectores formar representaciones mentales visualizando palabras y comprendiendo el significado en contexto. Si bien algunos estudios han examinado la instrucción de la afijación y el enfoque Leer para Aprender (R2L) por separado, pocas investigaciones han explorado cómo la enseñanza de la afijación dentro del ciclo R2L podría mejorar la conciencia de la afijación y la comprensión lectora. Este estudio tuvo como objetivo determinar si la enseñanza de la afijación a través del ciclo R2L mejora la comprensión lectora de estudiantes de décimo grado y describir el desarrollo de la conciencia de la afijación. Las fuentes de datos incluyeron lecciones grabadas en video y algunos estudiantes participaron en sesiones de evocación estimulada. Los hallazgos mostraron que la instrucción de la afijación dentro del marco R2L aumentó la conciencia de la afijación de los estudiantes, lo que a su vez mejoró la comprensión, particularmente en los géneros de explicación factorial y consecuencial. Los estudiantes aplicaron sus conocimientos sobre prefijos y sufijos para decodificar vocabulario, identificar roles gramaticales y comprender la estructura textual para lograr objetivos comunicativos. Este estudio contribuye al campo de la educación lingüística al demostrar cómo la integración de la instrucción sobre afijación en el ciclo de lectura a lectura puede fortalecer la comprensión lectora de los estudiantes. Ofrece perspectivas prácticas para educadores de segundas lenguas que buscan estrategias efectivas para enseñar la formación de palabras y la lectura basada en géneros en escuelas públicas.spa
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsIntroductioneng
dc.description.tableofcontentsTheoretical Frameworkeng
dc.description.tableofcontentsConceptual Frameworkeng
dc.description.tableofcontentsReading Comprehensioneng
dc.description.tableofcontentsSystemic Functional Linguisticseng
dc.description.tableofcontentsGenre-Based Pedagogyeng
dc.description.tableofcontentsReading to Learn (R2L)eng
dc.description.tableofcontentsAffixation in Reading to Learn for Reading Comprehensioneng
dc.description.tableofcontentsAffixationeng
dc.description.tableofcontentsAffixation Awarenesseng
dc.description.tableofcontentsLiterature Revieweng
dc.description.tableofcontentsReading Comprehension and Reading to Learn (R2L)eng
dc.description.tableofcontentsStudents' Affixation Awarenesseng
dc.description.tableofcontentsMethodseng
dc.description.tableofcontentsType of Methodseng
dc.description.tableofcontentsContext and Participantseng
dc.description.tableofcontentsData Collectionseng
dc.description.tableofcontentsData Collection Procedureseng
dc.description.tableofcontentsStimulated Recalleng
dc.description.tableofcontentsObservationeng
dc.description.tableofcontentsIntervention Planeng
dc.description.tableofcontentsData Analysiseng
dc.description.tableofcontentsEthical Issueseng
dc.description.tableofcontentsFindingseng
dc.description.tableofcontentsAffixation Awareness for Students' Reading Comprehensioneng
dc.description.tableofcontentsAffixation in Word Meaningeng
dc.description.tableofcontentsAffixes to Identify Grammatical Categorieseng
dc.description.tableofcontentsReading Comprehension through R2Leng
dc.description.tableofcontentsStudents' Awareness of the Texts Genreseng
dc.description.tableofcontentsStudents' Perception of Their Reading Skills Developmenteng
dc.description.tableofcontentsDiscussioneng
dc.description.tableofcontentsConclusionseng
dc.description.tableofcontentsReferenceseng
dc.description.tableofcontentsAppendixeng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9381
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMonteria, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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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.keywordsReading comprehension
dc.subject.keywordsReading to Learn (R2L)
dc.subject.keywordsAffixation
dc.subject.keywordsAffixation awareness
dc.subject.proposalComprensión lectora
dc.subject.proposalLeer para aprender
dc.subject.proposalAfixación
dc.subject.proposalConciencia de la afixación
dc.titleTeaching affixation through reading to learn to improve student’s reading comprehension
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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