This may have been significantly related to teachers´ ignorance about the point in question as well as some kind of incongruity between what they thought they knew about it and what they actually did in class. Findings showed that reading comprehension strategies appeared as neglected tools in the reading lessons observed. The study also explored whether teachers were acquainted with such reading tools and whether the tasks used to check reading comprehension required the use of the strategies in question. This study purported to find out to what extent reading comprehension strategies were explicitly taught in class in 3rd year high school, state-run schools in Florida, Vicente Lopez, Buenos Aires, Argentina. Email: approaches to reading hold that meaning is created through the interaction of reader and text in which readers make use of certain cognitive and metacognitive strategies to understand what they read. She enjoys working with enthusiastic colleagues and students. Current professional interests are leadership and teachers´ training. She is interested in literature and has developed a didactic tool to teach reading comprehension strategies explicitly in class. Viviana N.Miglino is a teacher at Instituto Superior del Profesorado “J.V.González” in B.A.
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