Interactive reading comprehension strategies for the development of critical thinking
DOI:
https://doi.org/10.62452/ft7j8197Keywords:
Interactive strategies, skills, conflict resolution, critical thinkingAbstract
The objective of this research is to identify and reflect on how interactive reading comprehension strategies influence students' critical thinking. Documentary research was carried out and the analysis-synthesis method was used. The results confirmed the need to achieve strategies that allow students to understand written texts, however, for this to happen, the strategies applied by the teacher in the classroom must allow them to develop skills to interpret, analyse, organize, and systematize a great variety of ideas, which will have an impact on the development of critical thinking. In this way, it is concluded that reading comprehension strategies to affect the development of critical thinking must have an interactivity component and this is achieved with an integrated formative feedback that allows the student to participate in a leading way in their learning; For this, the teacher must be able to deploy pedagogical, disciplinary, and technological skills, finally evidencing the relevance of ICT in this entire process.
Downloads
References
Angarita, J. (2021). El pensamiento crítico una innovación educativa. (Tesis de maestría). Universidad Metropolitana de Educación, Ciencia y Tecnología.
Barih, H.K., & Yousif, G.F. (2020). An investigation of the impact of critical thinking skills instruction on the Iraqi EFL learners' reading comprehension proficiency. International Journal of Innovation, Creativity and Change, 11(1), 363-372.
Deroncele Acosta, A., Nagamine Miyashiro, M., & Medina Coronado, D. (2020). Bases epistemológicas y metodológicas para el abordaje del pensamiento crítico en la educación peruana. Revista Inclusiones. 7(Número Especial), 68-87.
Deroncele-Acosta, A. (2022). Competencia epistémica: Rutas para investigar. Universidad Y Sociedad, 14(1), 102-118.
Deroncele-Acosta, A., Nagamine-Miyashiro, M., Medina-Coronado, D., Rivera-Portugal, A.M., Berroa-Garate, H.C., Flores-Llerena, D.Y., & Huarca-Flores, P. (2021). E-learning for the development of critical thinking: A systematic literature review. (Ponencia). XVI Latin American Conference on Learning Technologies. Arequipa, Perú.
Díaz, B. Soler, A., & Zabala, H. (2020). Estrategias Didácticas para Potenciar el Pensamiento Crítico desde la Comprensión Lectora. (Tesis de maestría). Universidad Santo Tomás Tunja.
Dietrichson, J., Filges, T. Klokker, R., Viinholt, B., Bog, M., & Jensen, U. (2020). Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. Campbell Systematic Reviews, 16(2).
Esquivel, A. (2021). Propuesta de protocolo de investigación para el diseño de secuencias didácticas para la comprensión lectora de textos científicos. Dilemas contemp. educ. Política. Valores, 8(2).
Fuentes, A. (2018). Comprensión lectora y pensamiento crítico en los estudiantes del quinto grado de secundaria de la I.E. Simón Bolívar, Oyón, 2018. (Tesis de maestría). Universidad César Vallejo.
Gallardo, J., Figueroa, S., & Rodríguez, A. (2019). La comprensión lectora de escolares de educación básica. Reading comprehension of basic education students Lit. lingüíst., 40.
Horváthová, B., & Naďová, L. (2021). Developing critical thinking in reading comprehension of texts for specific purposes at all levels of bloom’s taxonomy. Journal of Teaching English for Specific and Academic Purposes, 9(1), 1-16.
Ílter, İ. (2019). Efficacy of Note-Taking Skills Instruction Supported by Self-Monitoring on the Reading Comprehension. Education and Science, 44(198), -253.
Karakoc, B. (2021). Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook. SAGE Open, 11(2).
Laermans, J., Scheers, H., Vandekerckhove, P., & De Buck, E. (2020). Recreational book reading for promoting cognitive functioning and emotional well‐being in older adults: A systematic review. Campbell Systematic Reviews, 16(4).
Lugo, I., Rodríguez, M., Sotil, W., & Pérez, A. (2020). Estrategias de aprendizaje para la comprensión científica de ciencias sociales en estudiantes de educación superior. Revista San Gregorio, 38.
Mollo-Flores, M. E., & Deroncele-Acosta, A. (2022). Modelo de retroalimentación formativa integrada. Universidad Y Sociedad, 14(1), 391-401.
Perú. Ministerio de Educación. (2019). PISA: Minedu explica qué hará para mejorar comprensión lectora de escolares. https://www.andina.pe/agencia/noticia-pisa-minedu-explica-hara-para-mejorar-comprension-lectora-escolares-777256.aspx
Pezoa, J., & Orellana, P. (2021). The relation between reading comprehension and receptive vocabulary in Chilean students: an exploratory study. OCNOS 20(2), 7-20.
Piza, N., Amaiquema, F., & Beltrán, G. (2019). Métodos y técnicas en la investigación cualitativa. Algunas precisiones necesarias. Conrado, 15(70), 455-459.
Ristanto, R., Rahayu, S., & Mutmainah, S. (2021). Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach. Participatory Educational Research, 8(1), 28-47.
Sánchez, F. A. (2019). Fundamentos epistémicos da pesquisa qualitativa e quantitativa: consensos e dissensos. Rev. Digit. Invest. Docencia Univ., 13(1), 102-122.
Sanz, M., López, E., García-Costa, D., & Grimaldo, F. (2020). Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics. Mathematics, 8(9).
Tapia Álvarez, J. R. (2021). Estrategias metacognitivas con la comprensión lectora en estudiantes de educación secundaria. Revista Conrado, 17(79), 62-68.
Ulu, H., & Ulusoy, M. (2019). The development of metacognitive awareness of reading strategies through WebQuest based teaching. Pegem Egitim ve Ogretim Dergisi, 9(3), 765-818.
Vendrell, M., & Rodríguez, J. 2020). Pensamiento crítico: conceptualización y relevancia en el seno de la educación superior. Rev. Educ. Sup., 49(194).
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Revista Metropolitana de Ciencias Aplicadas
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
© Podrá reproducirse, de forma parcial o total, el contenido de esta publicación, siempre que se haga de forma literal y se mencione la fuente.
