Estrategias para mejorar la comprensión lectora de textos en inglés de estudiantes de noveno de educación general básica

Abstract

This action research study examined the effects of cognitive and metacognitive strategy on the reading comprehension of English texts among a group of Ninth Grade students from “Educación General Básica” (N=15). This study was carried out through the design and application of a Didactic Sequence (DS), which used different activities. The investigation focused on providing tools that contribute to the participants’ reading comprehension. Data collection included a survey to identify the learners’ previous knowledge about the sampling, inference, prediction, correction, and concept mapping strategies. After that, data was collected related to the use of the selected strategies through the development of activities performed before, during, and after reading the texts. Afterwards, the tasks turned in by the participants, which included individual and group activities using inferences, predictions, and concept mappings were presented in tables and figures and analyzed descriptively. This made it possible to determine if the strategies were applied and useful for the participants. Finally, the results indicate that participants were positively influenced by the use of the strategies. Nevertheless, they need to have other opportunities to apply any reading strategies necessary to improve their English reading comprehension.