RT info:eu-repo/semantics/article
T1 Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)
A1 García Sánchez, Jesús Nicasio
A1 García-Martín, Judit
A2 Psicologia Evolutiva y de la Educacion
K1 Psicología
K1 Advanced reading comprehension
K1 Instruction strategies
K1 Assessment systems
K1 Generic competences across curriculum
K1 Higher education
K1 6102.04 Psicología Escolar
AB [EN] In the last decade, published data on the performance of Colombian students haveconcerned educators and researchers, making critical reading one of the prioritiesof Colombian education. That is why this article presents the results of a studycarried out in a Latin American university in which the perceptions of students andprofessors are analyzed regarding the strategies and textual genres used to work andcross-evaluate the advanced reading comprehension (ARC). This study is materializedin the application of an ad hoc online questionnaire, in its two versions (students andteachers), designed through Survey Monkey. For this, it has the participation of 182teachers and 2,775 students. There are several trends in the use of specific textualstrategies and typologies to work and evaluate ARC, by both, depending on thedepartment of assignment. The evidence found is provided and evaluated consideringthe implications for cross-curricular instruction and assessment in higher education inLatin America, including study limitations and prospects for overcoming them.
PB Frontiers
LK http://hdl.handle.net/10612/15294
UL http://hdl.handle.net/10612/15294
NO García-Sánchez, J.-N., & García-Martín, J. (2021). Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC). Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.723281
DS BULERIA. Repositorio Institucional de la Universidad de León
RD 26-abr-2024