The Assistance Framework in Reading Comprehension Processes for University Students

Authors

  • Esther Susana Martínez–Díaz Author Universidad de La Sabana
  • Neila Díaz Author Universidad de La Sabana
  • Diego E. Rodríguez Author Universidad de La Sabana

Keywords:

Reading comprehension, study skills, support for education, university teaching, teaching practices

Abstract

This study looked at the reading comprehension processes of twenty (20) psychology studentsat a private university. Based on the results of that investigation, a program witha framework for assistance in reading comprehension at the level of scientific texts wasdesigned and applied.

A mixed method was used to develop the investigative process. A quasi-experimental controlgroup, with a pre-test and a post-test, was designed for the quantitative strategy, whilethe focus group interview technique, coupled with the production and analysis of writtentexts, was applied as the qualitative strategy. With respect to the sequence of reading comprehension, a tool to evaluate the metacognitive processes students use when reading wasdesigned and validated. Personal summaries were produced to assess the comprehensionof scientific texts, the idea being to recreate the text by articulating experiences throughdrawing on previous knowledge and checking different sources such as articles, studies andtexts, among others.

The pre-test results show teachers have not been overly concerned about intervening in theway students deal with the texts for their courses. The post-test results show it is possible toimprove writing and reading comprehension of scientific texts through teacher mediation.

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Published

2011-12-13

How to Cite

Martínez–Díaz, E. S., Díaz, N., & Rodríguez, D. E. (2011). The Assistance Framework in Reading Comprehension Processes for University Students. Educación Y Educadores, 14(3). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2044

Issue

Vol. 14 No. 3 (2011)

Section

University pedagogy

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