Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts


  •  Aldo Bazan    
  •  Dorle Ramos    
  •  Monica Davila    
  •  Nestor Velarde    
  •  Maricel Rivera    

Abstract

Seventeen first-year Secondary School students with low levels of reading comprehension of mystery and horror stories, received training during two weeks in 50-minutes daily sessions. The structural planning was sequentially organized, in four types of teaching - learning situations going from lower to higher level of complexity. The instruction was implemented in accordance with four types of achievement levels: linked to the object, linked to the situation, non-linked to the operation, and non-linked to present situation.  The results throughout the intervention revealed that in the two first levels (object-linked and operation-linked), average scores above 90% of achievement were obtained. In the two operation – non-linked levels (particular and present situation non-linked), averages scores between 73 and 76% of achievement were reached. Likewise, a significant change (p = 0.005) was found in a previous and post-evaluation of a school curricular unit for the group intervention, with no significant differences for the control group.



This work is licensed under a Creative Commons Attribution 4.0 License.
  • Issn(Print): 1918-7211
  • Issn(Onlne): 1918-722X
  • Started: 2009
  • Frequency: quarterly

Journal Metrics

Journal Metrics

Google-based Impact Factor (2017): 8.48

h-index (January 2018): 24

i10-index (January 2018): 76

h5-index (January 2018): 13

h5-median(January 2018): 22

 

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