Learning to read and reading to learn: using strategies to improve learners' reading abilities. A didactic proposal
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Learning to read and reading to learn: using strategies to improve learners' reading abilities. A didactic proposalAutoria
Tutor/Supervisor; Universitat.Departament
Renau Renau, María Luisa; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2022-07-15Editor
Universitat Jaume IResum
Reading is an unnatural skill. Human beings were born only to speak and listen. Nonetheless,
as humanity evolved, so did their ways of communication and reading and writing became
the permanent indicators of telling ... [+]
Reading is an unnatural skill. Human beings were born only to speak and listen. Nonetheless,
as humanity evolved, so did their ways of communication and reading and writing became
the permanent indicators of telling the story of events. Throughout the history of education,
reading has been an immovable skill, and it has always been defined similarly.
Notwithstanding, in the last century, different authors (Gates, 1949; Gough, 1972; LaBerge &
Samuels, 1974; Rumelhart, 1977; Anthony et al., 1993; Arroyo, 1998; Kong, 2006; Farrell,
2009; Nunan, 2011; and Luque, 2011) have tried to define reading and change the way it is
taught and perceived. Currently, the reading skill is seen as frustrating for teachers and
annoying for students since, in most secondary schools, it is only used to teach grammar and
vocabulary. Despite the fact that the current legislation in the Valencian Community and its
Document Pont establish a learning methodology and essential reading strategies to be used,
the reality within most Secondary Education schools is far from ideal. For this reason, with
the primary objective of applying and improving learners’ reading comprehension strategies
in the subject of English as a Foreign Language, a didactic proposal based on implementing
the reading strategies proposed by Farrell (2009) has been developed in IES Politécnico. This
pedagogical proposal is designed to be implemented in the first level of Compulsory
Secondary Education (ESO) during 9 different sessions of pre-, during- and post-reading
stages. Results show that incorporating these reading strategies fosters pupils’ learning when
reading, bringing what has been learnt to other contexts aside from the educational one. [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | reading | reading strategies | students | Secondary Education
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2021/2022
Tipus de document
info:eu-repo/semantics/masterThesisDrets d'accés
info:eu-repo/semantics/openAccess