dc.contributor | Facultad de Educacion | es_ES |
dc.contributor.author | García Sánchez, Jesús Nicasio | |
dc.contributor.author | García-Martín, Judit | |
dc.contributor.other | Psicologia Evolutiva y de la Educacion | es_ES |
dc.date | 2021 | |
dc.date.accessioned | 2022-11-23T13:11:44Z | |
dc.date.available | 2022-11-23T13:11:44Z | |
dc.identifier.citation | 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 | es_ES |
dc.identifier.uri | http://hdl.handle.net/10612/15294 | |
dc.description.abstract | [EN] In the last decade, published data on the performance of Colombian students have
concerned educators and researchers, making critical reading one of the priorities
of Colombian education. That is why this article presents the results of a study
carried out in a Latin American university in which the perceptions of students and
professors are analyzed regarding the strategies and textual genres used to work and
cross-evaluate the advanced reading comprehension (ARC). This study is materialized
in the application of an ad hoc online questionnaire, in its two versions (students and
teachers), designed through Survey Monkey. For this, it has the participation of 182
teachers and 2,775 students. There are several trends in the use of specific textual
strategies and typologies to work and evaluate ARC, by both, depending on the
department of assignment. The evidence found is provided and evaluated considering
the implications for cross-curricular instruction and assessment in higher education in
Latin America, including study limitations and prospects for overcoming them. | es_ES |
dc.language | eng | es_ES |
dc.publisher | Frontiers | es_ES |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Psicología | es_ES |
dc.subject.other | Advanced reading comprehension | es_ES |
dc.subject.other | Instruction strategies | es_ES |
dc.subject.other | Assessment systems | es_ES |
dc.subject.other | Generic competences across curriculum | es_ES |
dc.subject.other | Higher education | es_ES |
dc.title | Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC) | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.identifier.doi | 10.3389/fpsyg.2021.723281 | |
dc.description.peerreviewed | SI | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.identifier.essn | 1664-1078 | |
dc.journal.title | Frontiers in Psychology | es_ES |
dc.volume.number | 12 | es_ES |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es_ES |
dc.subject.unesco | 6102.04 Psicología Escolar | es_ES |
dc.description.project | Universidad de la Costa (Colombia)—Universidad de León (Spain)—Universidad de Salamanca (Spain). | es_ES |