Self-monitoring strategy in english reading comprehension in eighth year of secondary education at Unidad Educativa “11 De Noviembre”.
This research proposes the implementation of metacognitive self-monitoring strategies for reading comprehension, by means of the SQ3R Reading Comprehension Method, and thereby develops the critical thinking of 80 students from eighth grade of "November 11" Educative Unit. The students were...
שמור ב:
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| פורמט: | masterThesis |
| שפה: | eng |
| יצא לאור: |
2021
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| גישה מקוונת: | http://repositorio.utc.edu.ec/handle/27000/8193 |
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הוספת תג
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הוספת תג | סיכום: | This research proposes the implementation of metacognitive self-monitoring strategies for reading comprehension, by means of the SQ3R Reading Comprehension Method, and thereby develops the critical thinking of 80 students from eighth grade of "November 11" Educative Unit. The students were devided into two groups, 40 students who belong to the experimental group and 40 students who belong to the control group. The main aim of the research is to establish the relationship between Self- Monitoring Strategies and Reading Comprehension, based on the above students will increase their thinking skills to foster critical thinking and cooperative and collaborative learning. All this is based on the new SQ3R methodology (Survey, Question, Read, Repeat, Review), which allows the development of reading comprehension. The methodology used was analytic-synthetic, deductive-inductive of a non-experimental type, it had a qualitative and quantitative approach, with which it is possible to determine the trends of the variables in a better way, and the quasi- experimental design since it was used a pre- test and a post test. The research is based on descriptive research, and a socio-modality. educational, the instrument used was a survey. In this sense, based on the application of the survey, it was possible to deduce that the level of reading comprehension that the students have is not optimal. Therefore, based on the identification of the problem and its analysis, it is established as a necessity to apply the SQ3R method as a proposal, which is developed taking into account both the self-monitoring and meta-cognitive strategies in the activities proposed in a Booklet. Consequently, it was obtained that most of the students know the use of strategies that allow the development of reading comprehension and therefore better understanding about what they read. In addition, the booklet enables inconsistencies to be smoothed out and enriches the students' reading comprehension process. |
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