Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting

Jenny Mendieta, Libardo Múnera, Tatiana Olmos, Clara Onatra, Patricia Pérez, Elizabeth Rojas

Abstract


This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher’s journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants’ learning attitudes and habits positively.

Received: 2015–02–10 / Accepted: 2015–03–27

How to reference this article:

Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, Revista de Lenguaje y Cultura, 20 (1), 15-42. doi: 10.17533/udea.ikala.v20n1a02


Keywords


Collaborative strategic reading, collaborative work, reading comprehension, reading strategies, self-directed learning.

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References


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DOI: https://doi.org/10.17533/udea.ikala.v20n1a02 Abstract : 1202 PDF : 1337 HTML : 21987

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