Reading Strategies Based on Online Graphic Organizers for 7th Graders’ Comprehension* Estrategias de lectura basadas en Organizadores Gráficos en Línea para la comprensión de estudiantes de 7°
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Publicado:
jun 28, 2023
Palabras clave:
organizadores gráficos, estrategias de lectura, habilidades lectoras, comprensión lectora, herramientas tecnológicas.
Contenido principal del artículo
Resumen
Este estudio examina el efecto de las estrategias de lectura basadas en organizadores gráficos online en la comprensión lectora de 13 estudiantes de séptimo grado de una escuela pública en Armenia, Colombia. Un diario de investigador, una encuesta de estudiantes, un formulario de observación de pares y una prueba de diagnóstico revelaron dificultades de lectura entre los participantes. Se llevaron a cabo seis talleres utilizando estrategias como escaneo, resaltado, toma de notas, comparación y contraste, vista previa/ conocimiento previo y secuenciación junto con organizadores gráficos para ayudar a los participantes a mejorar las habilidades de lectura, como recordar detalles, conciencia de la estructura del texto y organización del discurso, y evaluación y lectura crítica. En la implementación de los talleres de lectura se aplicaron los mismos instrumentos de recolección de datos junto con un grupo focal, una encuesta final y una prueba final de salida. Los hallazgos y conclusiones mostraron que las habilidades lectoras de los estudiantes mejoraron en las diferentes destrezas, presentando dificultades con la lectura crítica y el componente afectivo del aprendizaje.
Detalles del artículo
Cómo citar
Escobar Bermúdez, L. A., & Ramirez , O. (2023). Reading Strategies Based on Online Graphic Organizers for 7th Graders’ Comprehension*: Estrategias de lectura basadas en Organizadores Gráficos en Línea para la comprensión de estudiantes de 7°. Shimmering Words: Research and Pedagogy E-Journal, 12(1), 7-63. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2745
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Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, 6(15), 364-373. doi:10.1598/RT.61.5.1
Al-Shboul, M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign Language Reading Anxiety in a Jordanian EFL Context: a Qualitative Study. English Language Teaching, 38-56. doi:10.5539/elt.v6n6p38
Armbruster, B., Anderson, T., & Meyer, J. (1991). Improving Content-Area Reading Using Instructional Graphics. Reading Research Quarterly, 393-416. https://doi. org/10.2307/747895
Bautista, A. E. (2020). The Use of Technological Tools to Strengthen the English Reading Comprehension Process in Nine Graders in Harold Eder High School, in Palmira. Universidad ICESI: Cali.
Ben-Yehudah, G., & Eshet-Alkalai, Y. (2018). The contribution of text-highlighting to comprehension: A comparison of print and digital reading. Journal of Educational Multimedia and Hypermedia, 27(2), 153-178.
Blythe, T., & associates. (1997). The Teaching for Understanding Guide. San Francisco: Jossey-Bass.
Bruce, D. L. (2011). Framing the Text: Using Storyboards to Engage Students with Reading. National Council of Teachers of English, 78-85. Retrieved from https://www. jstor.org/stable/23047885
Burns, A. (1999). Collaborative action research for English language. Cambridge: Cambridge University Press.
Chacón, X. (2002). The English Reading Comprehension Class: In-Reading and Post- Reading Strategies. Letras, 45-58. doi: https://doi.org/10.15359/rl.1-34.2
Chang, W.-C., & Ku, Y.-M. (2014). The Effects of Note-Taking Skills Instruction on Elementary Students’ Reading. The Journal of Educational Research, 278-291. https:// doi.org/10.1080/00220671.2014.886175
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches.
Thousand Oaks: SAGE publications.
D’Angelo, E. (1971). The teaching of critical thinking. Amsterdam: B.R. Grüner.
Davis, M., & Quinn, D. (2014). Visualizing Text: The New Literacy of Infographics.
Reading Today, 16-18. doi:10.12691/education-6-1-13
Giraldo, F. (2019). Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy. Bogotá: 35-61. https://doi.org/10.19183/how.26.1.481
Gonzalez, J. M. (2017). The Impact of Scaning Reading Strategy in Young EFL Learners’ Reading Comprehension. Barranquilla, Colombia: Fundación Universidad del Norte.
Gouldthorp, B., Katsipis, L., & Mueller, C. (2017). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly, 53(6), 1-16. https://doi.org/10.1002/rrq.186
Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
Grabe, W., & Stoller, F. L. (2013). Teaching and Researching Reading. New York: Routledge.
Graesser, A. C. (2007). Introduction to reading strategies. In D. S. McNamara, Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 3-26). New York: Psychology Press.
Green, A. (2014). Exploring Language Assessment and Testing: Language in Action. New York: Routledge.
Griffin, C. C., & Tulbert, B. L. (2006). The Effect of Graphic Organizers on Students’ Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice. Reading and Writing Quarterly: Overcoming Learning Difficulties, 11(1), 73-89. https://doi.org/10.1080/1057356950110106
Gunstone, R., & White, R. (1986). Assessing Understanding by Means of Venn Diagrams.
Science Education, 151-158.https://doi.org/10.1002/sce.3730700209
Habib, M. (2016). Assessment of Reading Comprehension. Romaneasca pentru Educatie Multidimensionala, 125-147. doi:10.18662/rrem/2016.0801.08
Jiang, X., & Grabe, W. (2007). Reading in a Foreign Language Graphic Organizers in Reading Instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 34-55.
Kemmis, S., & McTaggart, R. (2005). Participatory Action Research: Communicative Action and the Public Sphere. In N. Denzin, & Y. Lincoln, The Sage Handbook of Qualitative Research (pp. 559-603). Thousand Oaks: Sage Publications.
Kikas, E., Silinskas, G., Mädamürk, K., & Soodla, P. (2021). Effects of Prior Knowledge on Comprehending Text About Learning Strategies. Frontiers. Educational Psychology, 1-15. https://doi.org/10.3389/feduc.2021.766589
Liu, C., Sands-Meyer, S., & Audran, J. (2018). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language. Interactive Learning Environments, 2-14. https://doi.org/10.1080/1049482 0.2018.1528283
López-Cupita, L. A., & Puerta-Franco, L. M. (2019). The Use of Infographics to Enhance Reading Comprehension Skills Among Learners. Colombian Applied Linguistics Journal, 230-242. https://doi.org/10.14483/22487085.12963
Male, H. (2019). Using Mind Mapping to Improve Students’ Reading Comprehension at SMK BPS&K II Bekasi. English Education Department (EED) Collegiate Forum (pp. 54-65). Jakarta: FKIP UKI.
Manowong, S. (2017). Incorporating Online Tools to Promote English Reading for EFL Learners: an Action Research Study. Pasaa Paritat Journal, 98-124.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria: Assn for Supervision & Curriculum.
Mercorella, K. A. (2017). The Effects of Sequencing and Producing Narrative Components of a Story on. New York: Columbia University.
Mikulecky, B., & Jeffries, L. (1996). More Reading Power. New York: Addison Wesley Publishing Company Inc.
Moats, L. (2020). Teaching Reading Is Rocket Science, 2020. Washington DC: American Federation of Teachers.
Molina-Naar, J. M. (2013). Storyboards and Reading Comprehension of Literary Fiction in English. HOW 20, 149-169.
Nasrollahi, M. A., Krish, P., & Noor, N. M. (2003). Action Research: A Guide for the Teacher Researcher. Procedia - Social and Behavioral Sciences, 1874-1879. https://doi. org/10.1016/j.sbspro.2012.06.916
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.
Priansyah, E. (2019). The Using of Canva Application to Develop Students’ Reading Skills. Call.
Prichard, C., & Atkins, A. (2016). Evaluating L2 Readers’ Previewing Strategies Using Eye Tracking. The Reading Matrix: An International Online Journal, 110-130.
Reich, J. (2021). Ed tech’s failure during the pandemic, and what comes after. Phi Delta Kappan, 20-24. https://doi.org/10.1177/0031721721998149
Robb, L. (2000). Teaching Reading in Middle School. Scholastic Professional Books.
Rose, S., Spinks, N., & Canhoto, A. I. (2015). Management Research: Applying the Principles.
New York: Routledge.
Saito, Y., Garza, T., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 202-218. https://doi.org/10.1111/0026-7902.00016
Samosir, E. A. (2012). The Effect of Applying Venn Diagram Strategy on Students’ Achievement in Reading Comprehension. Register Journal of English Language Teaching of FBS-Unimed., 1-32.https://doi.org/10.24114/reg.v1i1.337
Saricoban, A. (2002). Reading Strategies of Succesful Readers Through the Three Phase Approach. The Reading Matrix, 2(3), 1-16. Retrieved from http://www. readingmatrix.com/articles/saricoban/article.pdf
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
Stanovich, K. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press.
Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM), 17-27. http://dx.doi.org/10.2139/ssrn.3205035
Tee, T. K., Azman, M. N., & Mohamed, S. (2014). Buzan Mind Mapping: An Efficient Technique for Note-Taking. International Journal of Social, Human Science and Engineering, 28-31. doi.org/10.5281/zenodo.1336202
Williams, A. D. (2006). Using a Previewing Strategy to Enhance Reading Comprehension of Secondary Students. University of Tennessee.
Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties.
Brisbane: Springer Science & Business Media.
Yue, C., Kornell, N., Storm, B., & Bjork, E. (2015). Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs. Educational Psychology Review, 69 - 78. https://doi.org/10.1007/s10648-014-9277-z
Zhang, J., Yu, P. S., & Lv, Y. (2015). Organizational Chart Inference. Proceedings of the 21th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (pp. 1435–1444). New York: Association for Computing Machinery.
Zhang, L. J. (2021). Some fundamental considerations in teaching reading and viewing to EFL learners. In Y.-N. Leung, W.-Y. Shieh, & D. S. Villarreal, Reflections on the English Language Teaching and Learning in the Global and Diversified World (pp. 419- 439). Taipei: Crane Publishing.
Zubiria, M. D. (1999). Pedagogías del siglo XXI: Mentefactos I. Bogotá: Fundación Alberto Merani.
Al-Shboul, M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign Language Reading Anxiety in a Jordanian EFL Context: a Qualitative Study. English Language Teaching, 38-56. doi:10.5539/elt.v6n6p38
Armbruster, B., Anderson, T., & Meyer, J. (1991). Improving Content-Area Reading Using Instructional Graphics. Reading Research Quarterly, 393-416. https://doi. org/10.2307/747895
Bautista, A. E. (2020). The Use of Technological Tools to Strengthen the English Reading Comprehension Process in Nine Graders in Harold Eder High School, in Palmira. Universidad ICESI: Cali.
Ben-Yehudah, G., & Eshet-Alkalai, Y. (2018). The contribution of text-highlighting to comprehension: A comparison of print and digital reading. Journal of Educational Multimedia and Hypermedia, 27(2), 153-178.
Blythe, T., & associates. (1997). The Teaching for Understanding Guide. San Francisco: Jossey-Bass.
Bruce, D. L. (2011). Framing the Text: Using Storyboards to Engage Students with Reading. National Council of Teachers of English, 78-85. Retrieved from https://www. jstor.org/stable/23047885
Burns, A. (1999). Collaborative action research for English language. Cambridge: Cambridge University Press.
Chacón, X. (2002). The English Reading Comprehension Class: In-Reading and Post- Reading Strategies. Letras, 45-58. doi: https://doi.org/10.15359/rl.1-34.2
Chang, W.-C., & Ku, Y.-M. (2014). The Effects of Note-Taking Skills Instruction on Elementary Students’ Reading. The Journal of Educational Research, 278-291. https:// doi.org/10.1080/00220671.2014.886175
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches.
Thousand Oaks: SAGE publications.
D’Angelo, E. (1971). The teaching of critical thinking. Amsterdam: B.R. Grüner.
Davis, M., & Quinn, D. (2014). Visualizing Text: The New Literacy of Infographics.
Reading Today, 16-18. doi:10.12691/education-6-1-13
Giraldo, F. (2019). Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy. Bogotá: 35-61. https://doi.org/10.19183/how.26.1.481
Gonzalez, J. M. (2017). The Impact of Scaning Reading Strategy in Young EFL Learners’ Reading Comprehension. Barranquilla, Colombia: Fundación Universidad del Norte.
Gouldthorp, B., Katsipis, L., & Mueller, C. (2017). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly, 53(6), 1-16. https://doi.org/10.1002/rrq.186
Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
Grabe, W., & Stoller, F. L. (2013). Teaching and Researching Reading. New York: Routledge.
Graesser, A. C. (2007). Introduction to reading strategies. In D. S. McNamara, Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 3-26). New York: Psychology Press.
Green, A. (2014). Exploring Language Assessment and Testing: Language in Action. New York: Routledge.
Griffin, C. C., & Tulbert, B. L. (2006). The Effect of Graphic Organizers on Students’ Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice. Reading and Writing Quarterly: Overcoming Learning Difficulties, 11(1), 73-89. https://doi.org/10.1080/1057356950110106
Gunstone, R., & White, R. (1986). Assessing Understanding by Means of Venn Diagrams.
Science Education, 151-158.https://doi.org/10.1002/sce.3730700209
Habib, M. (2016). Assessment of Reading Comprehension. Romaneasca pentru Educatie Multidimensionala, 125-147. doi:10.18662/rrem/2016.0801.08
Jiang, X., & Grabe, W. (2007). Reading in a Foreign Language Graphic Organizers in Reading Instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 34-55.
Kemmis, S., & McTaggart, R. (2005). Participatory Action Research: Communicative Action and the Public Sphere. In N. Denzin, & Y. Lincoln, The Sage Handbook of Qualitative Research (pp. 559-603). Thousand Oaks: Sage Publications.
Kikas, E., Silinskas, G., Mädamürk, K., & Soodla, P. (2021). Effects of Prior Knowledge on Comprehending Text About Learning Strategies. Frontiers. Educational Psychology, 1-15. https://doi.org/10.3389/feduc.2021.766589
Liu, C., Sands-Meyer, S., & Audran, J. (2018). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language. Interactive Learning Environments, 2-14. https://doi.org/10.1080/1049482 0.2018.1528283
López-Cupita, L. A., & Puerta-Franco, L. M. (2019). The Use of Infographics to Enhance Reading Comprehension Skills Among Learners. Colombian Applied Linguistics Journal, 230-242. https://doi.org/10.14483/22487085.12963
Male, H. (2019). Using Mind Mapping to Improve Students’ Reading Comprehension at SMK BPS&K II Bekasi. English Education Department (EED) Collegiate Forum (pp. 54-65). Jakarta: FKIP UKI.
Manowong, S. (2017). Incorporating Online Tools to Promote English Reading for EFL Learners: an Action Research Study. Pasaa Paritat Journal, 98-124.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria: Assn for Supervision & Curriculum.
Mercorella, K. A. (2017). The Effects of Sequencing and Producing Narrative Components of a Story on. New York: Columbia University.
Mikulecky, B., & Jeffries, L. (1996). More Reading Power. New York: Addison Wesley Publishing Company Inc.
Moats, L. (2020). Teaching Reading Is Rocket Science, 2020. Washington DC: American Federation of Teachers.
Molina-Naar, J. M. (2013). Storyboards and Reading Comprehension of Literary Fiction in English. HOW 20, 149-169.
Nasrollahi, M. A., Krish, P., & Noor, N. M. (2003). Action Research: A Guide for the Teacher Researcher. Procedia - Social and Behavioral Sciences, 1874-1879. https://doi. org/10.1016/j.sbspro.2012.06.916
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.
Priansyah, E. (2019). The Using of Canva Application to Develop Students’ Reading Skills. Call.
Prichard, C., & Atkins, A. (2016). Evaluating L2 Readers’ Previewing Strategies Using Eye Tracking. The Reading Matrix: An International Online Journal, 110-130.
Reich, J. (2021). Ed tech’s failure during the pandemic, and what comes after. Phi Delta Kappan, 20-24. https://doi.org/10.1177/0031721721998149
Robb, L. (2000). Teaching Reading in Middle School. Scholastic Professional Books.
Rose, S., Spinks, N., & Canhoto, A. I. (2015). Management Research: Applying the Principles.
New York: Routledge.
Saito, Y., Garza, T., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 202-218. https://doi.org/10.1111/0026-7902.00016
Samosir, E. A. (2012). The Effect of Applying Venn Diagram Strategy on Students’ Achievement in Reading Comprehension. Register Journal of English Language Teaching of FBS-Unimed., 1-32.https://doi.org/10.24114/reg.v1i1.337
Saricoban, A. (2002). Reading Strategies of Succesful Readers Through the Three Phase Approach. The Reading Matrix, 2(3), 1-16. Retrieved from http://www. readingmatrix.com/articles/saricoban/article.pdf
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
Stanovich, K. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press.
Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM), 17-27. http://dx.doi.org/10.2139/ssrn.3205035
Tee, T. K., Azman, M. N., & Mohamed, S. (2014). Buzan Mind Mapping: An Efficient Technique for Note-Taking. International Journal of Social, Human Science and Engineering, 28-31. doi.org/10.5281/zenodo.1336202
Williams, A. D. (2006). Using a Previewing Strategy to Enhance Reading Comprehension of Secondary Students. University of Tennessee.
Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties.
Brisbane: Springer Science & Business Media.
Yue, C., Kornell, N., Storm, B., & Bjork, E. (2015). Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs. Educational Psychology Review, 69 - 78. https://doi.org/10.1007/s10648-014-9277-z
Zhang, J., Yu, P. S., & Lv, Y. (2015). Organizational Chart Inference. Proceedings of the 21th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining (pp. 1435–1444). New York: Association for Computing Machinery.
Zhang, L. J. (2021). Some fundamental considerations in teaching reading and viewing to EFL learners. In Y.-N. Leung, W.-Y. Shieh, & D. S. Villarreal, Reflections on the English Language Teaching and Learning in the Global and Diversified World (pp. 419- 439). Taipei: Crane Publishing.
Zubiria, M. D. (1999). Pedagogías del siglo XXI: Mentefactos I. Bogotá: Fundación Alberto Merani.