Didactic Alternatives of Reading for the Strengthening of the Educational Quality

Authors

  • Carol del Carmen Terán González Universidad Nacional Experimental “Rafael María Baralt”, UNERMB
  • Edith Perdomo de Vieras Universidad Nacional Experimental “Rafael María Baralt”, UNERMB
  • Yherdyn Jacinto Peña Delgado Universidad de los Andes Núcleo Universitario Rafael Rangel, NURR

DOI:

https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.2.29-51

Keywords:

didactic alternatives, reading, strategies, educational quality

Abstract

The present research has as fundamental goal to analyze the didactic alternatives of reading for the strengthening of the educational quality used by the teachers in middle education. The study rests on the theoretical modals that raise the reading, the strategies of teaching and learning and the elements that constitute the educational quality. Under a methodological positivist approach placed in descriptive research of field. For this study, authors worked with the teachers of the Bolivarian middle school “Antonio Nicolás Briceño” placed in municipality Valera, Trujillo state on which the sample was formed by 13 teachers of different learning areas. On the conclusions, it was appreciated that reading constitutes one of the intentions most valued to the integral training of the students, that’s why it is a basic tool that helps to the consolidation of the comprehension, analysis and synthesis for the development of the thought. In turn, it’s important due to the fact that in every area of study of the school curriculum it is approached emphatically for the education of its contents from a pedagogic context.

Downloads

Download data is not yet available.

Author Biographies

Carol del Carmen Terán González, Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

Carol del Carmen Terán González: Born in the city of Valera Edo Trujillo, Venezuela. He studied Doctorate in Education at the Rafael María Baralt University, has a Master's Degree in Teaching for Higher Education at the same university, a Master's Degree in Latin American Literature from the Universidad de los Andes and a Bachelor's Degree in Education, Spanish Mention and Literature from ULA-NURR, a researcher at the Center of literary and linguistic research Mario Briceño Iragorry. (CILL) ULA-NURR, Head of the research and project unit of the Casa de Historia Trujillo, writer and researcher with 14 years of service in the area of ​​education and literature. Speaker at national and international events. Guest professor in undergraduate and postgraduate, ULA, UNERMB, UNESR. Coordinator of the research line Memory, Education and Emerging Discourses (UNERMB), member of the Citizenship Research Line, hermeneutics and social projects. (UNERS). He has made articles in different refereed journals of the country.

Edith Perdomo de Vieras, Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

Edith Perdomo de Vieras: Born in Valera, Trujillo state, Venezuela. Master in Teaching for Higher Education Degree in Integral Education Concentration Area Language. PhD student in Education Sciences. Teacher with more than 15 years of experience.

Yherdyn Jacinto Peña Delgado, Universidad de los Andes Núcleo Universitario Rafael Rangel, NURR

Yherdyn Jacinto Peña Delgado: He was born in Trujillo, Trujillo state, Venezuela. Professor of History of NURR - ULA. Member of the Center for Literary and Linguistic Research "Mario Briceño Iragorry, Coordinator of The House of Treaties. Founder - Coordinator of the History Workshop "Abya Yala".

References

Casamajor, A., Dussel I., Montes N., Pogré, P. (2011). Formar docentes para la equidad: II. Editorial Teseo, 332 páginas.

Cuetos, F. (2008). Psicología de la Lectura. Educación Infantil y Primaria. Séptima Edición. Madrid España. De Cádiz España.

Díaz, F. y Hernández, G. (2002a,b,c,d). Estrategias para un aprendizaje significativo. McGraw-Hill. México, D.F. ISBN: 970-10-3526-7. Recuperado de: https://jeffreydiaz.files.wordpress.com/2008/08/estrategias-docentes-para-un-aprendizaje-significativo.pdf

Dubois, M. (2006). La comprensión de la lectura. Caracas: Editorial Romor.

Feo, R., y Martínez, J. (2009). Los Materiales Instruccionales Impresos, pasos para su Diseño. Instituto Pedagógico Experimental Libertador. Miranda, Venezuela. 73 páginas. Recuperado de: https://www.researchgate.net

Goodman, K. y Goodman, F. (1982). Los desaciertos en el aprendizaje de la Lectura. Serie de ensayos no. 5. Ed. IPSE, Buenos Aires.

Hernandez, R. (2010). Utilización de Recursos Didácticos. Departamento de Didáctica y Organización Escolar. Facultad de Educación. Universidad Complutense de Madrid, España.

Hernández, S. R., Fernández, C. C., Baptista, L. P. (2010). Metodología de la investigación. Edición: 5a ed. México: McGraw-Hill / Interamericana.

Malpica, F. (2013). Calidad de la Práctica Educativa. Colección Ideas Clave. Editorial Grao. Barcelona.

Marugán, M. (2009). Importancia de las estrategias generales de aprendizaje en el rendimiento escolar. Quaderns Digitals: Revista de Nuevas Tecnologías y Sociedad.

Mayer, R. (1984). Aids to text comprehension. Educational Psychologist (19)1; 30-42.

Mayo, L. (1997). Actitudes Hacia la Lectura y Niveles de Comprensión Lectora. Editorial Trillas. México.

Monereo, C. (2005). Podemos aprender a aprender. [Documento en línea]. Recuperado de: http://www.educaweb.com/noticia/2005/12/12/podemos-aprender-aprender-es-decir-poner-marcha-estrategias-adquirir-898/

Naranjo, S. (2012). Didáctica de la Lectura: Fundamentos, conceptos, habilidades, ejercicios y métodos para la enseñanza de la lectura. Editor EAE.

Pérez, A. (2013). El desafío de la calidad educativa. Recuperado de: https://wp.me/p2GlHj-cv

Rodríguez, Y. y Pineda, M. (2003). La Experiencia de Investigar. Editorial Predios. Valencia, Venezuela.

Serrano y otros (2006a,b,c,d). Formación de lectores y escritores autónomos. Editorial Ariel. Venezuela.

Shuell, T. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology (13).

Spiro, W. (2006). Estrategias significativas para el logro de competencias dentro del aula. Editorial Alba. México.

UNESCO (2008). Educación de Calidad, Equidad y Desarrollo Sostenible: Una concepción holística inspirada en cuatro conferencias mundiales sobre la educación, que organiza la UNESCO 2008-2009. pág. 23. Recuperado de: http://www.unesco.org/education/Synergies4conferences.pdf

Vived, E., Y. Molina, E. (2012). Lectura fácil y comprensión lectora en personas con discapacidad intelectual. Primera Edición. Universidad de Zaragoza. España.

West, Ch., Farmer, J. y Wolf, P. (1991). Instructional design. Implications form cognitive science. New York, EE. UU. Neetham Height, MA. Allyn and Bacon.

Ziga, A. (2001). Calidad educativa y sociedad. Editorial Spam. España.

Revista Scientific - Vol 2 - N 6 - Noviembre-Enero 2017-2018

Downloads

Published

2017-11-06

How to Cite

Terán González, C. del C., de Vieras, E. P., & Peña Delgado, Y. J. (2017). Didactic Alternatives of Reading for the Strengthening of the Educational Quality. Revista Scientific, 2(6), 29–51. https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.2.29-51

Issue

Vol. 2 No. 6 (2017): Revista Scientific

Section

Articles

License

Copyright (c) 2017 INDTEC, C.A.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The content of the journals of this site, are under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

Most read articles by the same author(s)