Centro de Posgrados

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    Using critical reading as a means to develop students’ grammar accuracy in second level students of the army soldiers’ training School (ESFORSE) in the academic year 2018
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-09) Robalino Araujo, María Cristhina; Hernández Chérrez, Elsa
    In English, reading and comprehension is one of the skills that most frequently present problems, stemming from the lack of adequate strategies on the part of the teacher, which greatly limits the knowledge, use of vocabulary, grammatical structures, and without this base, advancement is limited. The purpose of this study is to determine the impact of using Critical Reading to develop students’ grammar accuracy in context in second level students of the Army Soldiers Training School (ESFORSE) in the academic year 2017-2019. The design of this research was based on a correlational, descriptive and exploratory study; as a research instrument, qualitative tests are applied to 30 students. The main results showed that the lack of use of adequate reading strategies limits the development of critical thinking in students when answering questions about the readings assigned by their teacher. The main conclusion established is that critical reading skills play an important role in student success; that they are able to read critically and, therefore, manage more than one skill at the same time and discover what the texts contain. The link between critical reading and grammar is really obvious, the practice of constant reading makes students unconsciously acquire structures that, with the guidance of teachers, will improve and gain experience in them.
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    La lectura crítica en el rendimiento académico de los estudiantes de séptimo año de la Escuela de Educación Básica Macará
    (Universidad Técnica de Ambato. Dirección de Posgrado, 2017-06) Albán Chico, Paulina Azucena; Mera Constante, Medardo Alfonso
    The present research work makes an analysis on the critical reading and its impact on the academic performance of the seventh year students of the Macará School, Ambato, Tungurahua Province. Once the problem has been detected, applying documentary and bibliographic research, the theoretical framework is built to properly base the research variables, based on information gathered from books, brochures, magazines, and the internet. Established the methodology of the field research are developed the appropriate instruments for the collection and subsequent processing of the information that allows the quantitative and qualitative analysis of the variables investigated, proceeding to analyze the data obtained statistically, being able to establish that if there is an incidence of critical reading in student achievement. Relevant conclusions and recommendations are defined. Based on the research revealed a proposal to solve the problem investigated in the application of pedagogical strategies for the development of critical reading in students, under the guidance of trained teachers. They are ten strategies designed with the constructivist vision, and collaborative and interactive learning, as tools to develop the performance criteria skills for seventh year students of basic education.