Analysis of the effectiveness of metacognitive strategies in the development of language skills aimed at rapid reading and the identification and understanding of the main idea in a text with English students
DOI:
https://doi.org/10.5377/torreon.v6i17.6879Keywords:
AIP, CEFR, TOEFL, Speed Reading, Predicting Reading, Strategy, Keizer University, Intensive Academic ProgramAbstract
Reading is one of the four key competences of the English language learning process, in particular, as a receiving skill that facilitates the adoption and incorporation of a variety of information that can be found in different ways. Today, the world of technology, specifically the digital world, offers the reader not only access to a greater variety of texts, but also requires the reader to perform more accurately and quickly when reading. This context requires fast reading and reading comprehension skills to discern all available.
The essay focuses on the evaluation and documentation of a pedagogical strategy, which promotes the development of reading competence with the students of the Intensive Academic Program (IAP). The pedagogical strategy raises the development of skills, such as: prediction, where the reader activates his prior knowledge of reading; Skimming through a text quickly to get a general idea of the text; scanning for specific information, since they are considered to be transcendental for the acquisition of reading ability, as well as exploring key words and comprehension questions, elements that contribute to the comprehension of the language and to the broadening of the general culture of the students.
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