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Appears in:
Pages: 6031-6037
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0291

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

THE EFFECTS OF A WORKSHOP IN LEARNING STRATEGY OF READING COMPREHENSION

Y. Mézquita-Hoyos, A. Rodríguez-Aranda, M. De Lille-Quintal

Autonomous University of Yucatán (MEXICO)
The present results are the aplication of a workshop of reading comprehension with three groups of students in the third year of high school. The intervention consisted in 10 sessions of 50 minutes aproximately (once a week), where it was teached learning strategies, based in the model of human informational processing; adquisition, storage and recovery.

To measure the reading comprehension was applied the spanish part of the test "Evaluación nacional de logro academico en centros escolares (Enlace, 2011)" and to determinate the effectiveness of the workshop, it was implemented a pretest-postest design with a control group. The analysis showed this results: In the pretest (U Mann- Withney analysis) it was not found differences between the mean of the two experimental groups (MI=3.33, M2=3.00 and M3=2.60) and the control group (M=2.33).

Analyzing the postest results with the same test, to compare the experimental groups and the control group, the results show that the experimental group 1 (M1=8.33, M2=5.83 and M3=5.80) had stadistically significant differences between the control group (M=5), as it can be seen, the three experimental groups improved but the group 1 did it better.

Finally comparing the mean of the pretest and the postest of each group with itself, with the Wilcoxon analisis, it was found that each one showed stadistically significant differences in favor of the postest (Z1=-2.032, Z2=-2.214, Z3=-2.615 with a p<.05) showing an improvement in the reading comprehension.

In conclusión the implemented workshop, improve the level of reading comprehension of the students, specially the experimental group 1. The results were interpreted by the theory that guided the workshop and the teachers who participates in the diferent clases of the students.
@InProceedings{MEZQUITAHOYOS2016EFF,
author = {M{\'{e}}zquita-Hoyos, Y. and Rodr{\'{i}}guez-Aranda, A. and De Lille-Quintal, M.},
title = {THE EFFECTS OF A WORKSHOP IN LEARNING STRATEGY OF READING COMPREHENSION},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0291},
url = {http://dx.doi.org/10.21125/edulearn.2016.0291},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {6031-6037}}
TY - CONF
AU - Y. Mézquita-Hoyos AU - A. Rodríguez-Aranda AU - M. De Lille-Quintal
TI - THE EFFECTS OF A WORKSHOP IN LEARNING STRATEGY OF READING COMPREHENSION
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0291
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 6031
EP - 6037
ER -
Y. Mézquita-Hoyos, A. Rodríguez-Aranda, M. De Lille-Quintal (2016) THE EFFECTS OF A WORKSHOP IN LEARNING STRATEGY OF READING COMPREHENSION, EDULEARN16 Proceedings, pp. 6031-6037.
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