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“Enhancing Reading Comprehension through Metacognitive Strat

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esthefany flores

on 19 May 2015

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Transcript of “Enhancing Reading Comprehension through Metacognitive Strat

Research Topic:

“Enhancing Reading Comprehension through Metacognitive Strategies on students of Second year attending Reading and Writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel”

Statement of the Problem
English language among people not only in the native language but also in the foreign language, combining strategies and metacognition, from this perspective the results will allow educator and pupils to see the improvements of using the metacognition in the English teaching process, there are different kinds of strategies and methodologies to encourage learners to get at acquainted with the foreign language.

This research is focused on the development in reading comprehension by using metacognitive strategies in students of second year attending reading and writing I Course in Bachelor´s Degree in English at UNIVO.

Justification
Research Question
How the metacognitive strategies enhance reading comprehension on students of second year attending Reading and Writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel?



Acquire a second language is necessary nowadays, it has become important for get better opportunities in life. As matter of fact, in many areas English is being effectively through different methodologies and strategies.

It is often difficult to distinguish the difference between cognition and metacognition. They are closely related and can often overlap.
CHAPTER III: THEORETICAL FRAMEWORK
Overall Objective:

• To determine the level of effectiveness of Metacognitive Strategies to enhance Reading Comprehension in students of second year attending Reading and Writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.

Specific Objectives:
• To apply metacognitive strategies for improving reading comprehension in students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.


• To develop the effectiveness of metacognitive Strategies for the development of reading comprehension in students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.

• To assess the level of understanding for increase the reading comprehension in students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.


CHAPTER II: OBJECTIVES
Metacognition
Consists of cognitive learning strategies which the learner uses to regulate the process of knowledge acquisition.
These include, for example, elaboration strategies such as the building of links to prior knowledge, or memory strategies such as note taking
Reading and Metacognition
Comprehension does not occur automatically. Rather, successful comprehension depends on directed cognitive effort, referred to as metacognitive processing, which consists of knowledge about and regulation of cognitive processing. During reading, metacognitive processing is expressed through strategies.
Reading Comprehension:
vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either.
Metacognitive Knowledge:
Metacognitive knowledge involves, among other things, knowledge about self-regulation of one’s own learning.
Knowledge about Self:
Refers to the reader’s perception of his or her reading abilities as well as his or her background knowledge about the topic he or she is going to read
Self-monitoring:
(A) Increases selective attention,
(B) Helps students determine how effective a performance
Was,
(C) Helps students know how effective a learning strategy was,And
(D) Provides an opportunity for students to find a better
Strategy when the goal is not met.


Self-assessment:
Self-assessment is considered by many educators as an important metacognitive strategy
INTERACTION AMONG TYPES OF METACOGNITIVE:
Knowledge:
People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided.
Directed Reading-Thinking Activity:
This method engages students in thinking about what they read in two phases. In the first phase, students generate predictions about what they are going to read. In the second phase, they read to confirm or disconfirm their predictions, and then evaluate their initial predictions using information from the text to support their responses.
READING TECHNIQUES:
CHAPTER IV: HYPOTHESES
Is learn to apply a range of techniques in order to extract forms texts the information you need.
Overall Hypothesis:
• The use of metacognitive strategies enhance reading comprehension on students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.
Specific Hypotheses:
• The application of metacognitive strategies improve reading comprehension on students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.
• Metacognitive strategies are very effective for the development of reading comprehension on students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.
• The level of understanding increase the reading comprehension on students of second year attending reading and writing I Course in Bachelor´s Degree in English at Universidad de Oriente in San Miguel.

CHAPTER V: METHODOLOGY
Method
Population
Sample
Sampling Method
Sampling Procedure
Techniques
Technique : Survey
B) Reading Comprehension test
CHAPTER VI: “ANALYSIS AND INTERPRETATION OF DATA”.
A) Questionnaire
Specific Hypotheses
CHAPTER VII: CONCLUSIONS AND RECOMMENDATIONS
conclusions :
1- According to the obtained information from the questionnaire the different strategies applied by the teacher enhance reading comprehension on students of second year.

2- In regard to the obtained data, students use pre-reading technique to understand better the context of a paragraph.

3- According to the obtained information most of the students have difficulties to comprehend words in a text.

4- In regard to the obtained data, students think that semantic mapping is useful to encourage their reading skills.

5- In regard to the obtained data from the instrument “Reading Comprehension Test” most of the students used and applied the metacognitive strategies when they read the test.

6- According to the data collected in the research the use of metacognitive strategies enhance reading comprehension on students of second year for that reason the overall hypothesis is approved.

7- According to the data collected in the research the application of metacognitive strategies improve the reading comprehension on students of second year for that reason the first specific hypothesis is approved.

8- In regard to the obtained results and all the information described in the research, metacognitive strategies are very effective for the development of reading comprehension for that reason the second specific hypothesis is approved.

9- In regard to the obtained results from the “Reading comprehension test” the level of understanding not increase reading comprehension for that reason in the question 8 and 9 of the test nobody answered that, because they did not understand some words and this hypothesis is refuted.

Recommendations:
1-It is necessary that students always apply these metacognitive strategies for their Reading comprehension to increase their skills.

2-Students should practice the information that the teacher provide to them.

3-It is necessary that students make use of the readings applied by the teacher in class, and make use of different techniques.

4-Students should to pay attention to the readings that they are realizing and look for extra information to increase their vocabulary using the different strategies.

5-It is necessary that students make use of different techniques not only in their Reading and Writing I course, also in all the subjects.

6- Students should apply more time reading to improve reading skills.

7- Students should use different tools like the dictionary to better understand what they read and not have reading difficulties.

Intruments:
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