Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting

Ikala: Revista de Lenguaje y Cultura

Libardo Múnera¹  Patricia Pérez²  Elizabeth Rojas³  Clara Onatra⁴  Tatiana Olmos⁵  Jenny Mendieta⁶ 

[1] Intitución Educativa José Antionio Galán;Intitución Educativa Policarpa Salavarrieta;Universidad Gran Colombia;Universidad Nacional de Colombia;Universidad de Córdoba;Universidad de La Sabana;

关键词: collaborative strategic reading;    collaborative work;    reading comprehension;    reading strategies;    self-directed learning;   

DOI  :  

来源: DOAJ

【 摘 要 】

This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher’s journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants’ learning attitudes and habits positively.

【 授权许可】

Unknown