Reading motivations, strategies, and interventions of teachers in bridging learning gaps

Ma. Junithesmer Rosales

doi:10.48017/dj.v9i1_Special.2967

Autores/as

Ma. Junithesmer Rosales Polytechnic University of the Philippines, Manila, Philippines

DOI:

https://doi.org/10.48017/dj.v9i1_Special.2967

Palabras clave:

Motivations in Reading, Strategies in Teaching Reading, Interventions

Resumen

Los cambios en el panorama educativo debido a la pandemia permitieron a una agencia comprender la situación en las escuelas primarias ubicadas en una zona urbana pobre de Filipinas para fortalecer la alfabetización, particularmente en lectura. Si bien la mayoría de los estudios sobre lectura, especialmente en Filipinas, investigaron el rendimiento en lectura y las formas de aumentar la fluidez lectora de los alumnos, es importante investigar también las motivaciones, estrategias e intervenciones de los docentes. Este estudio cualitativo describió la motivación, las estrategias y las intervenciones de los docentes para cerrar las brechas de aprendizaje en lectura. Estos maestros provienen de escuelas primarias seleccionadas ubicadas en la División de la ciudad de San Juan, Filipinas. Según los resultados, los maestros están motivados porque quieren enseñar mejor el contenido y porque su preocupación por los estudiantes los motiva. Además, el uso de diversas estrategias de lectura, como la libre elección de lectura, actividades fonológicas y la empatía al nivel de los estudiantes, se fortalece mediante intervenciones orientadas a docentes, estudiantes y comunidad.

Métricas

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Biografía del autor/a

Ma. Junithesmer Rosales, Polytechnic University of the Philippines, Manila, Philippines

0000-0002-0944-3743; Polytechnic University of the Philippines, Manila, Philippines, mjdrosales@pup.edu.ph ; University of Santo Tomas, Manila, Philippines, mdrosales@ust.edu.ph

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