Mostrar el registro sencillo del ítem
Children picture books to implement a first approach to writing.
dc.contributor.advisor | Pérez Gómez, Francisco Antonio | spa |
dc.contributor.author | Triana Romero, Andrea Pilar | spa |
dc.date.accessioned | 2019-08-08T15:31:04Z | |
dc.date.available | 2019-08-08T15:31:04Z | |
dc.date.issued | 2017 | |
dc.identifier.other | TE-21495 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/10006 | |
dc.description.abstract | Esta es una investigación acción que se llevó a cabo en el colegio Domingo Faustino Sarmiento Sede D, ubicado en la localidad de Suba en la ciudad de Bogotá, en donde se trabajó con un grupo de tercer grado. Esta investigación tuvo como objetivo desarrollar la escritura guiada de la población en mención, cuando eran usados los libros ilustrados para niños en inglés como forma de input y más específicamente utilizados como modelos para implementar un primer acercamiento a ejercicios de escritura. Para llevar a cabo esta tarea, los libros ilustrados para niños se implementaron como modelos para crear sus propios textos cortos, acompañados de un conjunto de actividades de Escritura Guiada que a su vez funcionaron como una estrategia para seguir los procesos de escritura de los niños. | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | |
dc.publisher | Universidad Pedagógica Nacional | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | reponame:Repositorio Institucional de la Universidad Pedagógica Nacional | spa |
dc.source | instname:Universidad Pedagógica Nacional | spa |
dc.subject | Colegio Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá | spa |
dc.subject | Escritura guiada | spa |
dc.subject | Enseñanza del inglés | spa |
dc.subject | Libros ilustrados para niños | spa |
dc.subject | Educación EFL | spa |
dc.subject | Producción escrita - Fortalecimiento | spa |
dc.subject | Habilidades de escritura | spa |
dc.subject | Libros ilustrados - Estrategia didáctica | spa |
dc.subject | Escritores principiantes | spa |
dc.title | Children picture books to implement a first approach to writing. | spa |
dc.type | info:eu-repo/semantics/bachelorThesis | |
dc.publisher.program | Licenciatura en Español e Inglés | spa |
dc.rights.access | Acceso abierto | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.relation.references | Algozzine B., Douville P. (2004). Use mental imagery across the curriculum. Prev. Sch. Fail. 49 36–39. 10.3200/PSFL.49.1.36 | |
dc.relation.references | Arnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press. | |
dc.relation.references | Arnold, J., & Fonseca M.C. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain -Based Perspective. (pp.119-136). IJES.Vol 4. | |
dc.relation.references | Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ: Prentice Hall. | |
dc.relation.references | Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisities for understanding: Some investigations of comprehension and recall. E-Journal of Verbal Learning and Verbal Behavior, 11, 717-726. Retrieved from https://msu.edu/~ema/802/Ch6- Memory/2/BransfordJohnson72.pdf | |
dc.relation.references | Arnold, J (1999). Visualization. Language learning with the mind’s eye. In J. Arnold (Ed). Affect in language learning (pp. 260-278). Cambridge University Press. | |
dc.relation.references | Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge. Dortrecht, Netherlands: Kluwer. | |
dc.relation.references | Bell N. (1991). Gestalt imagery: a critical factor in language comprehension. Ann. Dyslexia 41 246–260. 10.1007/BF02648089 [PubMed] | |
dc.relation.references | Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press | |
dc.relation.references | Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. | |
dc.relation.references | Cohen, Manion, and Morrison. (2011). Research Methods in Education. New York: Taylor & Francis Group. | |
dc.relation.references | Cresswell, J. W. (1998) Qualitative Inquiry and Research Design: Choosing among the Five Traditions. Thousand Oaks, CA: Sage. | |
dc.relation.references | Colegio Tecnico Domingo Faustino Sarmiento I.E.D, (2016). Manual de Convivencia. Bogotá: Subdirección Imprenta Distrital (D.D.D.I), pp.1-48. | |
dc.relation.references | Colombia. Ministerio de Educación (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional. | |
dc.relation.references | De Koning B. B., Van der Schoot M. (2013). Becoming part of the story! Refueling the interest in visualization strategies for reading comprehension. Educ. Psychol. Rev. 25 261–287. 10.1007/s10648-013-9222-6 | |
dc.relation.references | Department for Children, Schools and Families (2007). Improving writing with a focus on guided writing: leading improvement using the Primary Framework. Guidance. Curriculum and standards. Primary National Strategy. Document from Web. Retrieved from http://dera.ioe.ac.uk/6649/ | |
dc.relation.references | Departament of Education (2009). Using Children’s Literature with ESL students. Newfoundland Labrador Education. Document from Web. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/literature_esl.pdf | |
dc.relation.references | Douglas, H. (2000) Teaching by principles. An Interactive Approach to Language Pedagogy. Second Edition. Longman. Pearson ESL. | |
dc.relation.references | Elliott, J. (1991) Action Research for Educational Change. Open University Press. Buckingham. | |
dc.relation.references | Ezzy, D. (2002) Qualitative Analysis: Practice and Innovation. London: Routledge. | |
dc.relation.references | Faiola T, & DeBloois, M. L. (1988). Designing a visual factors-based screen display interface: The new role of the gray hic technologist. Educational Technology, 28(8), 12-21. | |
dc.relation.references | Felstead, A., Fuller, A., Unwin, L., Ashton, D., Butler, P., & Lee, T. (2005). Surveying the scene: learning metaphors, survey design and the workplace context. Journal of Education and Work, 18(4), 359-383. http://dx.doi.org/10.1080/13639080500327857 | |
dc.relation.references | Frazer, K. (2013). Teaching Writing to Young ELT Learners. Oxford University Press English Language Teaching. Retrieved on 19th September 2017 from https://oupeltglobalblog.com/2013/04/16/teaching-writing-to-young-elt-learners/ | |
dc.relation.references | Freeman, D. (1998) Doing Teacher- Research: From Inquiry to Understanding. Heinle Cengage Learning. USA: Boston, MA. | |
dc.relation.references | Gambrell L. B., Jawitz P. B. (1993). Mental-imagery, text illustrations, and children’s story comprehension and recall. JSTOR. Read. Res. Q. 28 264–276. 10.2307/747998. | |
dc.relation.references | Gardner, H. (1993). Frames of mind: a theory of multiple intelligences. New York: Basic Books. | |
dc.relation.references | Glaser, B.G. & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine. | |
dc.relation.references | González, Y.Y L. F. (2013). The Role of Collaborative Work in the Development of Elementary Students’ Writing Skills. Profile, 11-25. | |
dc.relation.references | Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. | |
dc.relation.references | Holdich, C. E., & Chung, P. W. H. (2003). A ‘computer tutor’ to assist children develop their narrative writing skills: conferencing with HARRY. International Journal of HumanComputer Studies, 59(5), 631–669. | |
dc.relation.references | Hudson, P (2013). Learning to teach in the Primary School. Cambridge University Press. New York. Retrieved from http://assets.cambridge.org/97811076/72826/excerpt/9781107672826_excerpt.pdf | |
dc.relation.references | Hyland, K. (2002). Teaching Writing and Researching Writing. Pearson Education: London. | |
dc.relation.references | Jager, M. (1994). Beginning to Read. Thinking and Learning about Print. Bradford: Cambridge, Massachusetts. London: England. | |
dc.relation.references | Johnson, Andrew P. (2012). A short Guide to Action Research. (4th edition) Pearson Education. Minnesota State University, Mankato. | |
dc.relation.references | Kiefer, B. (2008). What is a picture book, anyway? The evolution of form and substance through the postmodern era and beyond. In L. R. Sipe & S. Panteleo (Eds.), Postmodern picture books: Play, parody and self-referentiality (pp. 9- 21). New York, NY: Routledge. | |
dc.relation.references | Krashen, S.D (1985). The Input Hypothesis. Issues and Implications. Longman Group UK Ltd. London & New York: Longman. | |
dc.relation.references | Krashen, S.D (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International. | |
dc.relation.references | Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(1), 211–232. | |
dc.relation.references | Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: ASCD. | |
dc.relation.references | McGreal (1984). Artifact Collection. Educational Leadership. 20-21. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_198404_mcgreal.pdf | |
dc.relation.references | McLeod, S. A. (2015). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.html | |
dc.relation.references | Oczkus, L. D (2007). Guided writing: practical lessons, powerful results. Heinemann: Portsmouth, NH. ISBN-10:0- 325-01071-4. | |
dc.relation.references | Patton, M. Q. (2002). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. | |
dc.relation.references | Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press. | |
dc.relation.references | Piaget, J. (1954a). The construction of reality in the child. (M. Cook, Trans.). | |
dc.relation.references | Rivers, W. (1989). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press. | |
dc.relation.references | Rosenshine, B. (2012). Principles of Instruction. Research - Based Strategies that all teachers should know. American Educator. Spring 2012. Illustrations by James Yang | |
dc.relation.references | Ruiz, A. M. P. (2014). The Child as a Subject of Rights and Children's Literary Writing. Folios, 41(1), 23-35. | |
dc.relation.references | Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. | |
dc.relation.references | Selinker L (1992). Rediscovering interlanguage. London:Longman | |
dc.relation.references | Scott, W.A. & Ytreberg, L.H. (1995). Teaching English to Children: Longman Keys to Language Teaching. London, NY. Series Editor: Neville Grant. | |
dc.relation.references | Stotsky, S. (1983). Research on reading /writing relationships: A synthesis and suggested directions. Language Arts, 627-642. | |
dc.relation.references | Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications. | |
dc.relation.references | Sutherland, Z. & Arbuthnot. (1977). Children and books. Dallas: Scott, Foresman. | |
dc.relation.references | Tarone, E (2006). Interlanguage. Elsevier Ltd. This article is reproduced from the previous edition, volume 4,pp. 1715–1719, 1994, Elsevier Ltd. | |
dc.relation.references | Tudor. I (2001). The Dynamics of the Language Classroom. Cambridge University Press.UK | |
dc.relation.references | VanPatten, B.(2003). From input to output. A Teacher’s Guide to Second Language Acquisition. United States of America: The McGraw-Hill Companies Inc. | |
dc.relation.references | Vygotsky LS (1986). Thought and language. The MIT Press, Cambridge. | |
dc.relation.references | Waterman.H. (2001). Action research: a systematic review and guidance for assessment. Manchester, UK: Health Technol Assess, Vol 5 (No.23). 1-174 | |
dc.publisher.faculty | Facultad de Humanidades | spa |
dc.type.local | Tesis/Trabajo de grado - Monografía – Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | eng |
dc.description.degreename | Licenciado en Español e Inglés | spa |
dc.description.degreelevel | Tesis de pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | eng |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.reponame | reponame: Repositorio Institucional UPN | spa |
dc.identifier.repourl | repourl: http://repositorio.pedagogica.edu.co/ | |
dc.type.version | info:eu-repo/semantics/acceptedVersion | |
dc.type.version | http://purl.org/coar/version/c_ab4af688f83e57aa | |
dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International |