TY - JOUR
T1 - Strategies to strengthen reading comprehension of argumentative texts in high school
AU - Galeano-Sánchez, Nelly
AU - Ochoa-Angrino, Solanlly
N1 - Publisher Copyright:
© 2022
PY - 2022
Y1 - 2022
N2 - Taking into account the continued low performance shown by Colombian students in reading processes, this research explored the effect of an educational intervention applying strategies such as underlining, summarizing, and questioning in order to improve the comprehension of argumentative texts among students enrolled ina secondary school in the town of Yumbo, Colombia. This was a part of a quantitative research work of quasi-experimental design, including pre-test-post-test assessment on experimental and control groups. 59 7th graders participated. Performance was characterized following Toulmin’s argumentative structure. The use of the strategies was assessed through rubrics that allowed establishing their quality and frequency of use before and after the intervention. Findings showed significant differences between both groups benefitting the experimental group, both in the use of strategies and in the understanding of argumentative texts. This suggests the intervention program contributed to identify the structural elements of the argumentative text and that the summary and the underlining strategies had the most influence in reading comprehension. The results suggest that argumentative texts can be successfully incorporated in early secondary school, as long as reading is supported by teaching strategies that facilitate their comprehension.
AB - Taking into account the continued low performance shown by Colombian students in reading processes, this research explored the effect of an educational intervention applying strategies such as underlining, summarizing, and questioning in order to improve the comprehension of argumentative texts among students enrolled ina secondary school in the town of Yumbo, Colombia. This was a part of a quantitative research work of quasi-experimental design, including pre-test-post-test assessment on experimental and control groups. 59 7th graders participated. Performance was characterized following Toulmin’s argumentative structure. The use of the strategies was assessed through rubrics that allowed establishing their quality and frequency of use before and after the intervention. Findings showed significant differences between both groups benefitting the experimental group, both in the use of strategies and in the understanding of argumentative texts. This suggests the intervention program contributed to identify the structural elements of the argumentative text and that the summary and the underlining strategies had the most influence in reading comprehension. The results suggest that argumentative texts can be successfully incorporated in early secondary school, as long as reading is supported by teaching strategies that facilitate their comprehension.
KW - Reading comprehension
KW - Toulmin’s model
KW - argumentative texts
KW - compreensão leitora
KW - comprensión lectora
KW - compréhension écrite: enseignement secondaire
KW - ensino médio
KW - escuela secundaria
KW - estrategias de lectura
KW - estratégias de leitura
KW - modelo de Toulmin
KW - modèle de Toulmin
KW - reading strategies
KW - secondary school
KW - stratégies de lecture
KW - textes argumentatifs
KW - textos argumentativos
UR - http://www.scopus.com/inward/record.url?scp=85130629694&partnerID=8YFLogxK
U2 - 10.17533/udea.ikala.v27n2a13
DO - 10.17533/udea.ikala.v27n2a13
M3 - Article
AN - SCOPUS:85130629694
SN - 0123-3432
VL - 27
SP - 504
EP - 526
JO - Ikala
JF - Ikala
IS - 2
ER -