DOI:

https://doi.org/10.14483/22487085.2930

Published:

2011-01-01

Issue:

Vol 13, No 1 (2011) January-June

Section:

Research Articles

Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science

La comprensión de lectura de estudiantes de quinto grado a través del uso de la lectura en la clase de ciencias

Authors

  • Alethia Paola Bogoya González Colegio Rochester

Keywords:

Comprensión de lectura, procesos cognitivos, enseñanza de la ciencia, estrategias de lenguaje (es).

Keywords:

Content Area Reading, Reading Comprehension, Cognitive Processes, Science Instruction, Language Strategies (en).

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Abstract (en)

Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in science should be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

Abstract (es)

La comprensión de lectura en una clase como ciencias físicas a través de una segunda lengua debe ser vista desde la perspectiva del contenido y el lenguaje. Este trabajo examina el uso de la estrategia lectura en detalle, una estrategia tomada de la enseñanza de la lengua, para ayudar a los estudiantes a mejorar su comprensión de lectura y comprender conceptos de la ciencia. El estudio fue realizado en una clase de quinto de primaria de un colegio bilingüe de la ciudad de Bogotá. Se utilizó un método de análisis mixto que tiene en cuenta tanto métodos cualitativos como cuantitativos. El primer método utilizó entrevistas a los estudiantes al igual que producciones en clase, y diario de campo del investigador y el segundo método, dos tipos de test de comprensión de lectura, Cloze y CARI – Test tipo Cuestionario para Áreas cuyo medio de instrucción es la segunda lengua. El análisis estadístico muestra que los estudiantes mejoraron su comprensión de lectura ya que los resultados para el post-test son mayores que aquellos del pre-test; este incremento es estadísticamente significativo, p ≤ .05 una vez que la prueba-t es aplicada a los datos. Por otra parte, el análisis cualitativo muestra que prácticas estructuradas de lectura conllevan al desarrollo de procesos cognitivos por parte del estudiante. En general los resultados indican que la lectura en ciencias debe ser vista como un proceso dinámico que tiene en cuenta las estrategias de los estudiantes para desarrollar comprensión de conceptos.

Author Biography

Alethia Paola Bogoya González, Colegio Rochester

Alethia BOGOYA holds a bachelors degree in Engineering from Universidad Nacional and a masters degree in English LanguageTeaching from Universidad de La Sabana. She is working at Rochester School as a math teacher and middle-school math curriculum assisstant. Two years ago she began researching on how to integrate language and content.

References

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How to Cite

APA

Bogoya González, A. P. (2011). Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colombian Applied Linguistics Journal, 13(1), 35–53. https://doi.org/10.14483/22487085.2930

ACM

[1]
Bogoya González, A.P. 2011. Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colombian Applied Linguistics Journal. 13, 1 (Jan. 2011), 35–53. DOI:https://doi.org/10.14483/22487085.2930.

ACS

(1)
Bogoya González, A. P. Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colomb. appl. linguist. j 2011, 13, 35-53.

ABNT

BOGOYA GONZÁLEZ, Alethia Paola. Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colombian Applied Linguistics Journal, [S. l.], v. 13, n. 1, p. 35–53, 2011. DOI: 10.14483/22487085.2930. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/2930. Acesso em: 5 dec. 2024.

Chicago

Bogoya González, Alethia Paola. 2011. “Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science”. Colombian Applied Linguistics Journal 13 (1):35-53. https://doi.org/10.14483/22487085.2930.

Harvard

Bogoya González, A. P. (2011) “Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science”, Colombian Applied Linguistics Journal, 13(1), pp. 35–53. doi: 10.14483/22487085.2930.

IEEE

[1]
A. P. Bogoya González, “Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science”, Colomb. appl. linguist. j, vol. 13, no. 1, pp. 35–53, Jan. 2011.

MLA

Bogoya González, Alethia Paola. “Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science”. Colombian Applied Linguistics Journal, vol. 13, no. 1, Jan. 2011, pp. 35-53, doi:10.14483/22487085.2930.

Turabian

Bogoya González, Alethia Paola. “Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science”. Colombian Applied Linguistics Journal 13, no. 1 (January 1, 2011): 35–53. Accessed December 5, 2024. https://revistas.udistrital.edu.co/index.php/calj/article/view/2930.

Vancouver

1.
Bogoya González AP. Fostering fifth graders’ reading comprehension through the use of intensive reading in physical science. Colomb. appl. linguist. j [Internet]. 2011 Jan. 1 [cited 2024 Dec. 5];13(1):35-53. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/2930

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