El efecto de las tareas intensivas de lectura auténtica en el rendimiento de lectura de los examinados académicos ielts
DOI:
https://doi.org/10.20952/revtee.v13i32.13858Palabras clave:
Lectura intensiva; ateriales auténticos; teToría del esquema; Estrategias de instrucción de comprensión lectora.Resumen
Este estudio tuvo como objetivo investigar el efecto de emplear tareas auténticas de lectura intensiva (IR) como materiales complementarios en el desarrollo de la comprensión lectora de los examinados IELTS académicos en el marco de la teoría de esquemas y tres modelos de estrategias de lectura sugeridos por Pearson y Duke (2009). Los participantes de este estudio constan de 81 individuos que comprenden 41 estudiantes de idiomas masculinos y 40 femeninos en un nivel de dominio del inglés pre-avanzado con un rango de edad de 25 a 37 entre los cuales 42 fueron categorizados como el grupo experimental que recibió tratamiento con IR y el resto de 39 , que se consideran como grupo control, que no recibieron tratamiento con IR. El grupo experimental se dividió además en dos subgrupos que recibieron cada uno las mismas tareas auténticas de IR con diferentes métodos de instrucción para enseñar estrategias de lectura. Los resultados de un análisis ANCOVA ilustraron una influencia positiva significativa de los tratamientos auténticos de IR en el desarrollo de las habilidades de comprensión lectora de los participantes. Sin embargo, una prueba t unidireccional independiente reveló que los diversos métodos de instrucción de Pearson y Duke (2009) no influyeron significativamente en el desarrollo de la competencia final en lectura de los participantes.
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