Using the Dictionary for Improving Adolescents' Reading Comprehension of Short Scientific Texts (Uso del diccionario para mejorar la comprensión lectora de textos científicos cortos en inglés con adolescentes)
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| Title: | Using the Dictionary for Improving Adolescents' Reading Comprehension of Short Scientific Texts (Uso del diccionario para mejorar la comprensión lectora de textos científicos cortos en inglés con adolescentes) |
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| Language: | English |
| Authors: | Becerra Cortés, Ximena |
| Source: | PROFILE: Issues in Teachers' Professional Development. Oct 2013 15(2):11-33. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2013 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Dictionaries, Reading Comprehension, Scientific and Technical Information, High School Students, Reading Improvement, Prior Learning, Workshops, Questionnaires, Action Research, Vocabulary, Student Attitudes, Bilingual Education, English (Second Language), Instructional Innovation, Second Language Learning |
| Geographic Terms: | Colombia |
| ISSN: | 1657-0790 |
| Abstract: | This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students' work gathered during two workshops, field notes, and a questionnaire. Findings showed that searching in the dictionary and activating prior knowledge seem to facilitate the use of the text to answer reading comprehension questions. Students experienced less difficulty answering questions that required literal information than those that required establishing relationships among elements of the text. They equally valued the prior knowledge of the subject and the use of the dictionary in the resolution of science workshops in English. |
| Abstractor: | As Provided |
| Number of References: | 12 |
| Entry Date: | 2015 |
| Accession Number: | EJ1053676 |
| Database: | ERIC |
| Abstract: | This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students' work gathered during two workshops, field notes, and a questionnaire. Findings showed that searching in the dictionary and activating prior knowledge seem to facilitate the use of the text to answer reading comprehension questions. Students experienced less difficulty answering questions that required literal information than those that required establishing relationships among elements of the text. They equally valued the prior knowledge of the subject and the use of the dictionary in the resolution of science workshops in English. |
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| ISSN: | 1657-0790 |
