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HANNIA HERNANDEZ

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Research paper thumbnail of Influencia de las concepciones de lectura de los docentes en el desarrollo del proceso de comprensión lectora de los estudiantes

Entornos, Jun 30, 2015

This document shows the results of a research paper done in the frame of the SUE-CARIBE M aster's... more This document shows the results of a research paper done in the frame of the SUE-CARIBE M aster's in Education with the purpose of understanding the influence of the conceptions of reading of the teachers of basic education at the Institución Educativa Indígena Sabanas de la Negra of the Department of Sucre in the reading comprehension process of students. In the theoretical approach the socialcultural, transactional and interactive perspectives of reading converge (Vygotsky, Goodman, Rosemblatt, Solé, Smith). A design of Participative Action-Research was methodologically chosen, developed in a spiral of three phases: exploratory, execution and valuation and systematization, in which the Reflexion Research Group participated (GIR acronym in Spanish) integrated by six teachers. Among the results, the awareness and conscience of teachers at the reading problem is highlighted, allowing them to take over collective actions to overcome text comprehension difficulties of the students.

Research paper thumbnail of Influencia de las concepciones de lectura de los docentes en el desarrollo del proceso de comprensión lectora de los estudiantes

Entornos, Jun 30, 2015

This document shows the results of a research paper done in the frame of the SUE-CARIBE M aster's... more This document shows the results of a research paper done in the frame of the SUE-CARIBE M aster's in Education with the purpose of understanding the influence of the conceptions of reading of the teachers of basic education at the Institución Educativa Indígena Sabanas de la Negra of the Department of Sucre in the reading comprehension process of students. In the theoretical approach the socialcultural, transactional and interactive perspectives of reading converge (Vygotsky, Goodman, Rosemblatt, Solé, Smith). A design of Participative Action-Research was methodologically chosen, developed in a spiral of three phases: exploratory, execution and valuation and systematization, in which the Reflexion Research Group participated (GIR acronym in Spanish) integrated by six teachers. Among the results, the awareness and conscience of teachers at the reading problem is highlighted, allowing them to take over collective actions to overcome text comprehension difficulties of the students.

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