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Critical Reading inside a Cross-curricular Approach.

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Title: Critical Reading inside a Cross-curricular Approach.
Alternate Title: Lectura Critica dentro de un Enfoque Trasversal.
Authors: Cruz-Roa, Rubiela1 rubiela.11718227480@ucaldas.edu.co
Source: HOW: A Colombian Journal for Teachers of English. Jan-Jun2024, Vol. 31 Issue 1, p107-122. 16p.
Subject Terms: *Reading comprehension, *Interdisciplinary education, *Reading strategies
Abstract (English): This qualitative action research study explores six reading strategies to engage students in more dynamic reading through the implementation of workshops focused on the cross-curricular approach to develop critical reading skills among ninth graders at a public school. The study was conducted with 22 students selected, in the city of Manizales, Colombia. The data collection instruments were students' artifacts, teachers' field notes, focus group questionnaires, survey questionnaires, and documentary analysis. The findings demonstrate that the use of reading strategies within a crosscurricular approach facilitates the development of critical reading in students. In addition, the design of materials (workshops), based on topics related to the students' environment, has an impact that not only contributes to improving their knowledge of English but also to expanding their knowledge in other areas of the academic field. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este estudio cualitativo de investigación acción explora seis estrategias de lectura: predecir, inferir, propósito, conectar, tono del escritor y palabras claves Para lograr la participación de los alumnos en actividades de lectura más activas, se desarrollaron una serie de talleres considerando un enfoque transversal para el desarrollo de la lectura crítica entre los alumnos de noveno grado en una escuela pública. Se realizó con 22 estudiantes seleccionados en la ciudad de Manizales-Caldas. Los instrumentos utilizados para recopilar los datos fueron los artefactos de los estudiantes, las notas de campo de los profesores, el cuestionario de los grupos de discusión, el cuestionario de la encuesta y análisis de documentos. Los resultados demostraron que el uso de estrategias de lectura permitió el desarrollo de la lectura crítica en los estudiantes. Además, se llegó a la conclusión de que el diseño de materiales (workshop) basados en temas relacionados con el entorno de los estudiantes no sólo contribuyó a mejorar su conocimiento del inglés, sino también para ampliar sus conocimientos en otras áreas del campo académico, relacionado directamente con un enfoque intercultural. [ABSTRACT FROM AUTHOR]
Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 175923656
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
  Group: Ti
  Data: Critical Reading inside a Cross-curricular Approach.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Lectura Critica dentro de un Enfoque Trasversal.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cruz-Roa%2C+Rubiela%22">Cruz-Roa, Rubiela</searchLink><relatesTo>1</relatesTo><i> rubiela.11718227480@ucaldas.edu.co</i>
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  Data: <searchLink fieldCode="JN" term="%22HOW%3A+A+Colombian+Journal+for+Teachers+of+English%22">HOW: A Colombian Journal for Teachers of English</searchLink>. Jan-Jun2024, Vol. 31 Issue 1, p107-122. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This qualitative action research study explores six reading strategies to engage students in more dynamic reading through the implementation of workshops focused on the cross-curricular approach to develop critical reading skills among ninth graders at a public school. The study was conducted with 22 students selected, in the city of Manizales, Colombia. The data collection instruments were students' artifacts, teachers' field notes, focus group questionnaires, survey questionnaires, and documentary analysis. The findings demonstrate that the use of reading strategies within a crosscurricular approach facilitates the development of critical reading in students. In addition, the design of materials (workshops), based on topics related to the students' environment, has an impact that not only contributes to improving their knowledge of English but also to expanding their knowledge in other areas of the academic field. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Este estudio cualitativo de investigación acción explora seis estrategias de lectura: predecir, inferir, propósito, conectar, tono del escritor y palabras claves Para lograr la participación de los alumnos en actividades de lectura más activas, se desarrollaron una serie de talleres considerando un enfoque transversal para el desarrollo de la lectura crítica entre los alumnos de noveno grado en una escuela pública. Se realizó con 22 estudiantes seleccionados en la ciudad de Manizales-Caldas. Los instrumentos utilizados para recopilar los datos fueron los artefactos de los estudiantes, las notas de campo de los profesores, el cuestionario de los grupos de discusión, el cuestionario de la encuesta y análisis de documentos. Los resultados demostraron que el uso de estrategias de lectura permitió el desarrollo de la lectura crítica en los estudiantes. Además, se llegó a la conclusión de que el diseño de materiales (workshop) basados en temas relacionados con el entorno de los estudiantes no sólo contribuyó a mejorar su conocimiento del inglés, sino también para ampliar sus conocimientos en otras áreas del campo académico, relacionado directamente con un enfoque intercultural. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175923656
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        Value: 10.19183/how.31.1.652
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 107
    Subjects:
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Reading strategies
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            – D: 01
              M: 01
              Text: Jan-Jun2024
              Type: published
              Y: 2024
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