El proceso de enseñanza de lectura inferencial a través de la integración de estrategias metacognitivas en estudiantes de segundo BGU de la Unidad Educativa del Milenio “El Tambo”
Reading is the best means to obtain knowledge, and being a cognitive activity, comprehension must occur. Teachers can help manage processes to improve students' reading, which generates reflection on the methodologies used in education to teach inference and manage metacognitive strategies. The...
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| Format: | bachelorThesis |
| Sprache: | spa |
| Veröffentlicht: |
2024
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| Online Zugang: | https://dspace.unl.edu.ec/jspui/handle/123456789/31661 |
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Tag hinzufügen | Zusammenfassung: | Reading is the best means to obtain knowledge, and being a cognitive activity, comprehension must occur. Teachers can help manage processes to improve students' reading, which generates reflection on the methodologies used in education to teach inference and manage metacognitive strategies. Therefore, the research aimed to strengthen the teaching process of inferential reading through the integration of metacognitive strategies in second-year Unified General Baccalaureate students at the "El Tambo" Millennium Educational Unit, by diagnosing reading skills and inferential analysis and determining the benefits of using metacognition strategies to enhance inferential reading through a didactic intervention. The methodology used contains 4 phases and was based on the implementation of an 8-week Didactic Sequence. A diagnosis of the students' level was made and a closing evaluation was conducted in which the effectiveness of the Didactic Sequence was verified. The results obtained showed that the use of metacognitive strategies enhances inferential reading since students become aware of what they learn and how they do it, and they know which strategies to use when facing certain comprehension difficulties with any text and context. The benefits of using metacognitive strategies are widely varied as students are offered the tools and strategies to face a task and are encouraged to be resourceful to improve their understanding of what they read, especially if the processes are made explicit to them. The didactic intervention that includes metacognition strategies contributes significantly to inferential reading. |
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