Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia

Main Article Content

Andrés Rodríguez Sánchez

Abstract

This paper reports on an action-research study aimed at identifying the problems and needs of a specific group of tenth graders at a school in Colombia in relation to their reading comprehension in English in order to design, partially implement, and evaluate a genre-oriented syllabus. Findings show that the explicit instruction of metacognitive strategies helped students become more efficient readers, as well as the fact that the exposure and analysis of genres developed a better comprehension of different kinds of texts, making these students aware of the structure and patterns of the texts they were reading as they approached them with reading strategies that were appropriate for each genre and stage.

Article Details

How to Cite
Rodríguez Sánchez, A. (2017). Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia. HOW Journal, 24(2), 35-62. https://doi.org/10.19183/how.24.2.331
Section
Research Reports
Author Biography

Andrés Rodríguez Sánchez

Andrés Rodríguez Sánchez holds an MA in English teaching (Universidad del Norte, Colombia). He currently serves as coordinator of basic undergraduate English courses and as a teacher of investigation processes of the MA at the Language Institute of Universidad del Norte.

References

Abraham, P. (2002). Skilled reading: Top-down, bottom-up. Field Notes, 10(2). Retrieved from http://www.sabes.org/sites/sabes.org/files/resources/fn102.pdf.

Baten, L., & Cornu, A. M. (1984). Reading strategies for LSP texts: A theoretical outline on the basis of text function, with practical implications. In A. K. Pugh & J. M. Ulijn (Eds.), Reading for professional purposes (pp. 190-201). London, UK: Heinemann.

Bradford-Watts, K. (2003). What is genre and why is it useful for language teachers? JALT Journal. Retrieved from http://jalt-publications.org/old_tlt/articles/2003/05/bradford_watts.

Byram, M. (Ed.). (2004). Routledge Encyclopedia of Language Teaching and Learning. London, UK: Routledge.

Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. http://doi.org/10.1037/0022-0663.96.1.31.

Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752. http://doi.org/10.2307/3586673.

Feez, S. (1998). Text-based syllabus design. Sydney, AU: McQuarie University/AMES.

Flavell, J. H. (1985). Cognitive development. Englewood Cliffs, US: Prentice-Hall.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. http://doi.org/10.2307/3586977.

Haller, L. (2000). Modeling class activities for low-level literacy learners. Field Notes, 10(2). Retrieved from http://www.sabes.org/sites/sabes.org/files/resources/fn102.pdf.

Hammond, J. (Ed.). (2002). Scaffolding: Teaching and learning in language and literacy education. Newton, AU: Primary English Teaching Association.

Hedge, T. (2003). Teaching and learning in the language classroom. Oxford, UK: Oxford University Press.

Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-125. http://doi.org/10.14483/udistrital.jour.calj.2012.2.a07.

Kemmis, S., & McTaggart, R. (1988). The action research planner. Victoria, AU: Deakin University Press.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Los Angeles, US: University of Southern California.

Martin, J. R. (1999). Mentoring semogenesis: “Genre-based” literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123-155). London, UK: Continuum.

Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Los Angeles, US: Sage Publications.

Moorman, K., & Ram, A. (1994). Integrating creativity and reading: A functional approach. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society: Cognitive Science Program. Hillsdale, US: Lawrence Erlbaum Associates.

Padilla de la Cerda, F. (2013). The design of a theme-based and genre-oriented strategic reading course to improve students’ reading comprehension skills at a public school in Colombia (Unpublished master’s thesis). Universidad del Norte, Barranquilla, Colombia.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. http://doi.org/10.1207/s1532690xci0102_1.

Pressley, M., & Wharton-McDonald, R. (1997). Skilled comprehension and its development through instruction. School Psychology Review, 26(3), 448-466.

Rodríguez Sánchez, A. (2014). Improving reading comprehension through a genre based reading course (Unpublished master’s thesis). Universidad del Norte, Barranquilla, Colombia.

Rose, D. (2004). Learning to read, reading to learn. Submission to the National Inquiry into the Teaching of Literacy 2005. Canberra, Australia. Department of Education, Science and Training.

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.

Vygotsky, L. S. (1934/1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, US: Harvard University Press.

Williams, J. P. (2005). Instruction in reading comprehension for primary-grade students: A focus on text structure. The Journal of Special Education, 39(1), 6-18. http://doi.org/10.1177/00224669050390010201.

Zhang, Z. (1993). Literature review on reading strategy research. Retrieved from ERIC database (ED356643).

Zukow-Goldring, P., & Ferko, K. R. (1994). An ecological approach to the emergence of the lexicon: Socializing attention. In V. John-Steiner, C. P. Panofsky, & L. W. Smith (Eds.), Sociocultural approaches to language and literacy: An interactionist perspective (pp. 170-190). New York, US: Cambridge University Press. http://doi.org/10.1017/CBO9780511897047.008.