Effect Strategy Reading Comprehension in a Virtual Environment in Higher Education students
Keywords:
Instructional strategy, reading comprehension, virtual learning environmentAbstract
The purpose of this research in a second experiment was to determine the effect of the implementation of an Integrating Instructional Strategy for Reading Comprehension (EIICL), applied in a virtual environment. This strategy was designed to develop skills for reading comprehension of social sciences and administration texts of students of the first semester Accounting and Management degrees in a Mexican public university.
The method used was a correlational design with experimental and control group, with measurements before and after the application of EIICL. Results confirmed that there are differences among students who took the reading of the texts, in a virtual environment with application of EIICL, from the students who performed the reading but without the implementation of such strategy.References
Alfassi, Miriam. (1998). Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes. American Educational Research Journal, vol. 35, núm. 2, pp. 309-332. doi: http://dx.doi.org/10.3102/00028312035002309
Benítez Lima, María Gregoria; Barajas Villarruel, Juan Ignacio; Hernández Uresti, Itzel Nallehly. (2014). Efecto de la aplicación de una estrategia de comprensión de lectura en un entorno virtual. Revista Electrónica de Investigación Educativa, vol. 16, núm. 3, pp. 71-87. Recuperado de http://redie.uabc.mx/vol16no3/contenido-benitezbh.html
Díaz Gutiérrez, Maria Antonieta; Flores Vázquez, Gustavo; Martínez Rizo, Felipe. (2007). PISA 2006 en México. Recuperado de http://www.oei.es/evaluacioneducativa/pisa2006-w.pdf
Difabio de Anglat, Hilda. (2008). El test cloze en la evaluación de la comprensión del texto informativo de nivel universitario. RLA: Revista de Lingüística Teórica y Aplicada, vol. 46, núm. 1, pp. 12-137. Recuperado de http://www.scielo.cl/pdf/rla/v46n1/art07.pdf
Espinosa Rodríguez, Julio; Santoyo Velásco, Carlos; Colmenares Vázquez, Ligia. (2010). Mejoramiento de habilidades de análisis estratégico de textos en estudiantes universitarios. Revista Mexicana de Análisis de la Conducta, vol. 36, núm 1, pp. 63-85. doi: http://dx.doi.org/10.5514/rmac.v36.i1.18015
Facultad de Contaduría y Administración (2008). Diagnóstico interno sobre los niveles de lectura en los estudiantes de la UMN. San Luis Potosí, México: Universidad Autónoma de San Luis Potosí.
Fainholc, Beatriz. (2004). Lectura crítica en internet: análisis y utilización de los recursos tecnológicos en educación. Rosario: Homo Sapiens.
Flores Vázquez, Gustavo y Díaz Gutiérrez, María (2013). México en PISA 2012. México: INEE. Recuperado de http://www.sems.gob.mx/work/models/sems/Resource/11149/1/images/Mexico_PISA_2012_Informe.pdf
Hernández Sampieri, Roberto; Fernández Collado, Carlos; Baptista Lucio, María del Pilar. (2010). Metodología de la investigación (5ª Ed.). México: McGraw-Hill.
Kintsch, Walter & Van Dijk, Teun A. (1978). Toward a model of text comprehension and production. American Psychological Review, vol. 85, núm. 5, pp. 363-393. Recuperado de http://www.discourses.org/OldArticles/Towards a model.pdf
Lei, Simon A.; Rhinehart, Patricia J.; Howard, Holly A.; Cho, Jonathan K. (2010). Strategies for improving reading comprehension among college students, vol. 47, núm. 1, pp. 30-42. Recuperado de http://eric.ed.gov/?id=EJ917113
López Andrada, Concepción. (2010). Desarrollo de la comprensión lectora en contextos virtuales. Documento presentado en el II Congreso Internacional de Comunicación 3.0. España. Recuperado de http://campus.usal.es/~comunicacion3punto0/comunicaciones/001.pdf
Moreno, Diana; Cepeda Islas, Maria Luisa; Peñalosa, Eduardo; Coronado Osmaldo. (2005). Construcción de un laboratorio virtual de lectura estratégica. Distrito Federal, México: Universidad Autónoma de México.
Muñoz Izquierdo, Carlos y Ulloa, Manuel I. (2011). Últimos en la prueba PISA. Revista Nexos en Línea. Recuperado de http://www.nexos.com.mx/?p=14268
Pearson, P. David. (2009). The roots of reading comprehension instruction. En S. Israel & G. Duffy (Eds.). Handbook of research on reading comprehension (pp. 3-31). Nueva York: Routledge.
Prensky, Marc. (2001). Digital natives, digital immigrants. On the Horizon, MCB University Press, vol. 9, núm. 5. Recuperado de http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Romo González, Ana Eugenia y Villalobos Alonzo, María de los Ángeles. (2009). Comprensión lectora en texto impreso y digital: sus diferencias. Documento presentado en el X Congreso Nacional de Investigación Educativa. Área 8: filosofía, teoría y campo de la educación. Recuperado de http://www.comie.org.mx/congreso/memoriaelectronica/v10/pdf/area_tematica_07/ponencias/0905-F.pdf
Van Dijk, Teun & Kintsch, Walter. (1983). Strategies of Discourse Comprehension. Nueva York, NY: Academic Press.
Zarzosa Escobedo, Luis; Luna Pérez, David; De Parrés Fong, Tania; Guarneros Reyes, Esperanza. (2007). Efectividad del uso de una interfaz para la lectura estratégica en estudiantes universitarios: un estudio exploratorio. Revista Electrónica de Investigación Educativa, vol. 9, núm. 2. Recuperado de http://redie.uabc.mx/vol9no2/contenido-zarzosa.html
Zarzosa Escobedo, Luis. (2004). Programa de cómputo para el desarrollo de lectura estratégica a nivel universitario. Universidades, núm. 27. Recuperado de http://www.redalyc.org/pdf/373/37302706.pdf
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
