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Lista de candidatos sometidos a examen:
1) reading strategies (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: reading strategies
Is in goldstandard
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paper CO_ColombianAppliedLinguisticsJournaltxt179 - : Reading strategies are divided into two main categories: cognitive strategies and metacognitive strategies (Grabe & Stoller, 2002 ; Carrell, Pharis, & Liberto, 1989; Block, 1986; Davis & Bistodeau, 1993). Cognitive strategies are mental processes that are involved in order to achieve successful reading of a text and they are divided into two subcategories: bottom-up strategies and top-down strategies. Bottom-up strategies have to do with processing information at the sentence level (readers pay attention to the meaning of the sentence, analyze the details of the text and the syntax, among others). Top-down strategies deal with using background knowledge and schema to predict and make meaning from the text (readers skim, get the gist, and predict, among others).
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paper CO_ColombianAppliedLinguisticsJournaltxt212 - : The most egregious cases of ambiguity and of too much raw information can often be found in the questionnaires. In some of these we find the overabundance of terms that Flavell warned could result in mere cataloguing. Many of the questionnaires in use have organized their strategies into categories that, because of an absence of standardization, can be useful only to those reading reports by authors of said questionnaires or by those who have elected to adopt these categories. One of the more popular questionnaires, Mokhtari and Sheorey"s (2002) Survey of Reading Strategies, has four general categories: global reading strategies, problem solving strategies, support reading strategies, and overall reading strategies . The Metacognitive Awareness of Reading Strategies Inventory (MARSI) designed by Mokhtari and Reichard (2002) shares these four general categories. This would seem like a sign of standardization, regrettably, although these two surveys, SORS and MARSI would appear to have, by
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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : Typical Track-Test methods include filling the gaps with the best word or sentence (multi-choice options), true or false questions related to an article and correct sequence ordering. Multi-choice questions assess the students’ ability to infer links and connections between events and context that are implicit and to distinguish between literal and implied meanings and from factual and non-factual information. The test also includes different reading strategies: scanning, skimming, rapid reading and study reading .
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paper CO_Íkalatxt72 - : Metacognitive reading strategies are conscious means by which students monitor their own reading processes including evaluating the effectiveness of cognitive strategies being used. Metacognitive strategies may involve, for example, planning how to approach the reading of a text, testing, and revising according to purpose and time available (Devine, 1993). These kinds of strategy might also include Sheorey and Mokhtari's ''support strategies'' such as the knowledge of how to use tools for comprehension such as dictionaries, taking notes or highlighting important text (2001: 436). If cognitive reading strategies are about knowing what strategy to use and how to apply it, then metacognitive strategic knowledge involves understanding the rationale for applying a particular strategy in a particular context, and evaluating its usefulness in terms of appropriacy and effectiveness for that context . Auerbach and Paxton (1997) argue that strategic reading can only become efficient when metacognitive
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paper CO_Íkalatxt93 - : Cohen (1990) defines reading strategies as ''those mental processes that readers consciously choose to use in accomplishing reading tasks'' (p. 83). Reading strategies help learners conceive a task, identify what textual cues they have to pay attention to, make sense of what they read, and decide what to do when they have troubles understanding the text (Block, 1986 ). These reading strategies range from the simple ones (e.g., scanning, guessing word meaning, previewing) to the complex ones (e.g., summarizing, inference, tone).
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paper CO_Íkalatxt296 - : Many approaches have been utilized to teach reading strategies: direct explanation ; transactional strategy instruction, which combines direct explanation with the ability of teachers to facilitate discussion; and collaborative strategic reading (CSR), which combines reading strategy instruction with cooperative learning (^[45]Klingner & Vaughn, 1999). Another way to create a learner-oriented classroom in a reading course has been to use cooperative language learning (CLL) (^[46]Crandall, 1999). The literature review in this study examined both cooperative and collaborative learning through the lens of CLT. Meanwhile, ^[47]Cuseo (1992), in ^[48]Kaufman, Sutow, & Dunn, 1997) treated cooperative learning as a subcategory of collaborative learning, and ^[49]Jacobs and Farrell (2003) equated them with each other when they said, "cooperative learning, also known as collaborative learning, offers many ideas for addressing various issues which arise when students work in groups". Cooperative
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paper CO_Íkalatxt296 - : In recent educational settings it has become a trend to teach students in collaborative groups and engage them in solving their problems collaboratively and learning from each other. Because in some cases it might not be possible to create a collaborative atmosphere for a reading task, it is important to know whether cooperative activities are essential to improving reading comprehension and attitude toward reading when the reading course is strategy-based. To that end, this study aims to compare three methods in teaching reading strategies: first, a traditional method, in which there is no emphasis on teaching or using strategies ; second, the CSR model, in which strategies are stressed, and all the activities are done collaboratively; and third, a modified version of CSR, in which reading strategies are taught but the collaborative factor is eliminated. To address this issue, the following null hypotheses are suggested:
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paper CO_Íkalatxt69 - : Over the last 2 decades, most research on L1, L2, and foreign language (FL) reading has focused on the strategies readers employ in processing written input. According to Cohen, reading strategies are ''those mental processes that readers consciously choose to use in accomplishing reading tasks'' (1990: 83 ). Hudson (2007) regarded these strategies as a series of actions that a reader utilizes in order to construct meaning in the reading process. Hence, the analysis of using reading strategies indicates how readers conceive a task, what they do to gather meaning from texts, and what they do when comprehension breaks down (Block, 1986, 1992; Macaro, 2001; Macaro & Erler, 2008; Zhang, 2001). Furthermore, Mokhtari and Reichard believe that ''increasing students' awareness of their comprehension processes while reading is an important first step toward their becoming constructively responsive, strategic and thoughtful readers'' (2002: 256).
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paper CO_Íkalatxt157 - : Strategies include: a) previewing the text; b) giving ongoing feedback by deciding "click" (I get it) or "clunk" (I don't get it) at the end of each paragraph; c) "getting the gist" of the most important parts of the text; and d) "wrapping up" key ideas. In CSR students are engaged to work in small groups (three to five) and apply the four reading strategies: Preview, Click & Clunk, Get the Gist and Wrap Up . According to Abidin and Riswanto (2012, p. 61), the strategies have the following purposes:
Evaluando al candidato reading strategies:
1) learning: 8
3) readers: 7 (*)
4) collaborative: 7
6) cooperative: 6
8) processes: 5
9) metacognitive: 5 (*)
10) strategy: 5 (*)
11) mokhtari: 4
13) comprehension: 4 (*)
14) cognitive: 4 (*)
15) strategic: 4
16) sentence: 3 (*)
19) questionnaires: 3
20) categories: 3
reading strategies
Lengua: eng
Frec: 208
Docs: 58
Nombre propio: 2 / 208 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.816 = (6 + (1+6.10852445677817) / (1+7.70735913208088)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| reading strategies |
: 1. Aguirre-Morales, J. & Ramos-Holguín, B. (2009). Guidance in reading strategies: A first step towards autonomous learning in a semi-distance education program. Profile, 11(1), 41-56. : 10. Carrell, P. (1998). Can reading strategies be successfully taught? ARAL, 21(1), 1-20. : 15. Dreyer, C. y Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349-365. : 16. Jiménez, R. T., García, G. E. & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 2-25. : 2. Anderson, N. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33. : 22. Poole, A. (2009). The reading strategies used by male and female Colombian university students. Profile, 11(1), 29-40. : 24. Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29 (4), 431-449. : 25. Poole, A. (2009). The reading strategies used by male and female Colombian university students. PROFILE, 11, 29-40. : 28. Salmerón, L., Cañas, J. J., Kintsch, W. y Fajardo, I. (2005). Reading strategies and hypertext comprehension. Discourse Processes, 40(3), 171-191. : 28. Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288. : 31. López, A. y Giraldo, M. (2011). The English reading strategies of two Colombian English preservice teachers. ÍKALA, Revista de Lenguaje y Cultura, 16(28), 45-76. : 32. Mahecha, R., Urrego, S. y Lozano, E. (2011). Improving eleventh graders reading comprehension through text coding and double entry organizer reading strategies. PROFILE: Issues in Teachers Professional Development, 13(2), 181-199. : 38. Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. : 4. Baker, L. (2008). Metacognitive development in reading: Contributors and consequences. In Mokhtari, K. & Sheorey, R. (Eds.), Reading strategies of First and Second-Language Learners: See how They Read (pp. 25-42). Norwood, MA: Christopher-Gordon. : 44. Poole, A. (2009). The reading strategies used by male and female Colombian university students. PROFILE: Issues in Teachers Professional Development, 11, 29-40. : 5. Bang, H. J., & Zhao, C. G. (2007). Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix, 7(1). Retrieved February 10, 2008, from [40]http://www.readingmatrix.com/articles. : 54. Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It's more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528-541. : 60. Vianty, M. (2007). The comparison of students' use of metacognitive reading strategies between reading in Bahasa Indonesia and in English. International Education Journal, 8(2), 449-460. : 67. Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10, 268-288. : 7. Carrell, P. (1998). Can reading strategies be successfully taught? ARAL, 21(1), 1-20. : 8. García, G. E. (1998). Mexican-American bilingual students' metacognitive reading strategies: What's transferred, unique, problematic? In 47th yearbook of the national reading conference (pp. 253-263). Oak Creek, WI: National Reading Conference, Inc. : Afflerbach, Peter, David Pearson y Scott Paris. 2008. Clarifying differences between reading skills and reading strategies, The Reading Teacher, 61: 364-373. : Anderson, N. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/ foreign language. The Reading Matrix, 3(3), 1-33. Recuperado de: [38]http://www.readingmatrix.com/articles/anderson/article.pdf : Brantmeier, C. & Dragiyski, B. (2009). Toward a dependable measure of metacognitive reading strategies with advanced L2 learners. In C. Brantmeier (Ed.), Crossing languages and research methods: Analyses of adult foreign language reading (pp. 47-72). Charlotte, NC: IAP. : Carell, P. (1998). Can reading strategies be successfully taught? The Language Teacher, 22(3). Retrieved from: [42]http://jalt-publications.org/old_tlt/files/98/mar/carrell.html : Cook, L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley, & J. Levin (Eds.), Cognitive Strategy Research (pp. 14-27). New York, NY: Springer Verlag. : Cziko, G. A. (1980). Language competence and reading strategies: A comparison of first and second language oral reading errors. Language Learning, 30, 101-116. : Dreyer, C. & Nel, C. (2013). Teaching reading strategies and reading comprehension within a technology-enhanced learning en- vironment. System, 31(3), 349-365. [108]https://doi.org/10.1016/s0346-251x(03)00047-2 : Echeverri, L. M., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. Profile, 12(1), 107-123. : Farell, T. S. C. (2001). Teaching reading strategies: "It takes time". Reading in a foreign language, 13(2), 631-646. : Gómez, N., & Ávila, J. (2009). Improving reading comprehension skills through reading strategies used by a group of foreign language learners. How Journal, 16, 55-70. : Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-422. [245]https://doi.org/10.1111/j.1944-9720.1981.tb01661.x. : Hosseini, E., Khodaei, F. B., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. World Applied Sciences Journal, 17(10), 1356-1364. : Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 2-25. : Kaminsky, D. E. (1993). Helping elementary English as a second language students to become independent learners by improving their reading strategies (Unpublished doctoral dissertation). Fort Lauderdale, FL: Nova University. : Koda, K. (1990). The use of L1 reading strategies in L2 reading. Studies in Second Language Acquisition , 12, 393-410. : López Velásquez, A., & Giraldo, M. C. (2011). The English reading strategies of two Colombian English preservice teachers. Íkala Revista de Lenguaje y Cultura, 16(28), 45-76. : Magogwe, J. M., (2013). Metacognitive awareness of reading strategies of University of Botswana English as second language students of different academic reading proficiencies. Reading & Writing, 4(1). [62]http://dx.doi.org/10.4102/rw.v4i1.29 : Mohammadi, E., Heidari, F. y Niri, N. (2012). The relationship between critical thinking ability and reading strategies used by Iranian EFL learners. English Language Teaching, 5(10), 192-201. : Mokhtari, K. & Reichard, C.A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psycholog y, (94)2, 249-259. : Mokhtari, K. y Sheorey, R. (2002). Measuring ESL student's awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10. : Poole, A. (2009). The reading strategies used by male and female Colombian university students. PROFILE: Issues in Teachers" Professional Development, 11(1), 29-40. : Salmeron, L., Canas, J., Kintsch, W. & Fajardo, I. (2005). Reading strategies and hypertext comprehension. Discourse Processes, 40(3), 71-91 : Salmerón, L., y Llorens, A. (2019). Instruction of digital reading strategies based on eye-movements modeling examples. Journal of Educational Computing Research, 57(2), 343-359. [323]https://doi.org/10.1177/0735633117751605 : Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3), 1-16. : Smith, B. (2007). The reader s handbook: Reading strategies for college and everyday life (3rd ed.). New York: Pearson. : Talebi, S. H. (2013). Cross-linguistic transfer (from L1 to L2, L2 to L1, and L2 to L3) of reading strategies in a multicompetent mind. Journal of Language Teaching and Research, 4(2), 432-436. : The vocabulary coverage featured in the reading selections suggests that instructors need to be mindful that reading strategies and use of background knowledge may not make up for lack of vocabulary knowledge when coverage is around 80% (Hu and Nation, 2000). : Tierney, R. y Readence, J. (1985). Reading strategies and practices. A compendium. Pearson. : Xianming, X. (2007). A study of first-year college students' metacognitive awareness of reading strategies. Chiang Mai University Journal, 1(1), 93-107. : Yamashita, J. (2002). Reading strategies in L1 and L2: Comparison of four groups of readers with different reading ability in L1 and L2. Review of Applied Linguistics, 135-136, 1-35. : Zhou, X., & Zhao, Y. (2014). A comparative study of reading strategies used by Chinese English majors. English Language Teaching, 7(3), 13-18. : _. (2009). The importance of teaching reading strategies. Perspectives on Language and Literacy, 35, 34-40 |