VI Coloquio Internacional sobre

investigación en Lenguas
Extranjeras

Universidad Nacional de Colombia

Septiembre 2014
Fostering Reading Comprehension And Self-
Directed Learning In A Collaborative Strategic
Reading (CSR) Setting

By Clara Onatra and Elizabeth Rojas

Bogotá, September 2014

 welcome
ABOUT US
Clara Onatra holds an MA in ELT for Self-
Directed Learning from Universidad de la
Sabana and a BA in Spanish and English
from Universidad Pedagógica Nacional.
She has 10 years of teaching experience
in different institutions in Bogotá. In this
moment she works as a full-time
teacher at Universidad La Gran Colombia
and part-time at Universitaria
Agustiniana in Bogotá.
Elizabeth Rojas holds an MA in ELT for Self-
Directed Learning from Universidad de la
Sabana and a BA in Modern Languages
from Universidad Distrital Francisco José
de Caldas. She has 15 years of teaching
experience at high schools and different
universities in Bogotá. In this moment she
works as a full-time teacher at Universidad
La Gran Colombia and Colegio Atenas
(state school) in Bogotá.
 objectives
• To support the development of
reading comprehension in
English through the
implementation of
Collaborative Strategic Reading
(CSR).
• To foster the use of reading
comprehension strategies self-
directly.
 Research questions
• To what extent does the
use of Collaborative
Strategic Reading foster
reading comprehension in
English language learners?
• How does the use of this
approach facilitate and
enhance language learners’
self-direction?
 Participants
11th graders from Codema school in Bogotá

8th graders from Atenas school in Bogotá.

 
 Literature review

Reading Collaborative Self-Directed

Comprehesion Strategic Learning (SDL)
Reading (CSR) Learners are
Interactive
keen to plan,
process Cooperative
execute, and
Construction of Learning
evaluate their
meaning Reading own learning.
Use of strategies comprehension Teacher’s role as
Metacognition (Klingner & a facilitator.
(Bondanza, 1998, Vaughn, 1998, (Hersey &
Grabe, 2009) Zainol, 2012) Blanchard, 1988,
Mocker &
Spear,1982)
 Research design
type of study
ACTION RESEARCH.
 Evaluative reflective process
Focused learners´ weaknesses
Collaborative opportunities of
working together
 Research design
type of study

• Participant • Designer • Facilitator

• observer • trainer • encourager

Researcher´s Researcher’s Researcher’s

role role role
 DATA COLLECTION INSTRUMENTS
Instruments Purpose
 To identify students’ insights about the use
of the model.
Initial and Final
Questionnaires  To find information about the success of the
implementation

Pre-Post Reading tests.

Adapted from Cambridge  To evaluate students’ reading ability.
tests (KET, PET).
In- class Learning Logs
Independent learning logs  To keep track of learners’ reading process.
 To indicate learners´ behavior, reactions and
Teacher’s Journal feelings towards the CSR approach.
 DATA COLLECTION PROCEDURES
• Consent form.
• Explanation of CSR’ s main characteristics, instruments, number of activities
• Initial questionnaire.
Pre -Stage • Pre-Reading Test.

• Introductory workshop.
• Explanation of the CSR stages, the fix-up strategies, cue cards, cooperative
learning roles and the use of the learning log.
While-Stage • Implementation process, group work.
• Independent work.

• Post-Reading test.
• Post-Questionnaire.
Post -stage • Wrap-up activity between students-teacher.
Pedagogical intervention
CSR ‘S Plan for Strategic Reading
 Materials used
Graphic organizer of strategic reading
Introductory video http://www.youtube.com/watch?
v=yX560BSfadI
Poster of fix-up strategies
Cooperative learning roles. Cue cards
Learning Log
Use the sample reading for modeling the four strategies:
Preview, Clink and Clunk, Get the Gist and Wrap-Up.
 Grounded Theory
  (Glaser and Strauss, 1967).

OPEN CODING

AXIAL CODING

Core category

SELECTIVE
CODING
CORE CATEGORY

implementing
Reading
comprehension
strategies towards
self- directed learning
subCATEGORies

Collaborative Enhancing
learning language
learners’ self-
direction
 Coding chart
SAMPLES OF CODES FROM MY JOURNALS
CODES TEACHER STUDENT
Te a c he r Stud e nt
a . Fa c ilita to r 1. Le a d e r
a . En c o u ra g e r 2. C lu n k Exp e rt
3. G ist Exp e rt
4. An n o u n c e r
1. ROLES 5. En c o u ra g e r
6. Tim e Ke e p e r
7. No te Ta ke r
8. Wra p Up Exp e rt

a. Pro vid ing G u id a n c e 1. Sh o w ing Re lu c ta nc e

b. C la rifyin g Do ub ts 2. Sh o w ing Inte re st
2. ATTITUDES
c. Elic itin g
d. Q u e stio n ing
a. Inte re st in kno w in g stu d e n ts- inte re sts 1. Ta kin g o n a Ro le
b. Im p ro vin g p ra c tic e in th e c la ssro o m 2. Fa c in g c h a lle n g e s w h ile
w o rkin g in g ro u p s
3. Le a rnin g to w o rk
3. BEHAVIORS in d e p e n d e n tly
4. Be c o m ing d isc ip lin e d a n d
c o m m itte d le a rn e rs
5. So lvin g d iffic u ltie s

a. Sa tisfa c tio n 1. An xie ty

b. Mo tiva tio n 2. Mo tiva tio n
4. FEELINGS c. Frustra tio n 3. Distra c tio n
d. C o nc e rn 4. Ap a th y
5. Bo re d o m
a. C la ssro o m o rg a n iza tio n 1. Wo rkin g c o o p e ra tive ly
b. Tim e m a n a g e m e n t 2. Wo rkin g in d e p e n d e n tly
c. Th in kin g Alo u d fo r th e stu d e n ts 3. Pa rtic ip a tin g in g ro u p
d. Mo d e lin g a c tivitie s
e. Mo nito rin g 4. Assu m in g / a d o p tin g C SR
5. ACTIONS f. Fa c ilita tin g re a d ing p ro c e ss ro le s
TAKEN g. Ta lking tim e 5. So lvin g re a d in g p ro b le m s
h. G iving fe e d b a c k in d e p e n d e n tly
i. Fa c ilita tin g g ro up w o rk 6. Id e n tifyin g o w n stre n g th s
j. Pro m o tin g stu d e n ts’ se lf- a sse ssm e n t a n d w e a kn e sse s
k. Ha vin g stu d e n ts se lf-a sse ss 7. Q u e stio n in g
8. Re vie w in g
a. Dia lo g u in g w ith stu d e n ts 1. Pe rfo rm in g w ith in th e
6. INTERACTIONS b. Assistin g stu d e n ts c o o p e ra tive g ro u p
2. He lp ing e a c h o th e r
a. Sw itc h in g C o d e s 1. Re a c hin g o u t to Sp a n ish
7. USE OF THE
to c o n ve y m e a n ing / to
LANGUAGE
c o m p re h e n d
 Matrix chart
TEACHER STUDENTS
JOURNAL CODES CODES
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9

INTRODUCTORY
WORKSHOP

INTERVENTION
N° 1

INTERVENTION
N° 2

INTERVENTION
N° 3

INTERVENTION
N° 4

INTERVENTION
N° 5
 Data samples

Fostering Reading Comprehension

10
8
Reading initial test
6
analysis
4 Reading post-test
2 analysis
0
0a1 1a2 2a3 3a4 4a5

“Apliqué estrategias de la clase, entendía con facilidad la idea

general y por ello mi comprensión de lectura mejoró”.
(S 3 Post-questionnaire)
 Data samples
PIE CHART OF ONE THE ITEMS OF THE PRE-
QUESTIONNAIRE.
Algunas
8 Nunca Ocasionalmente Usualmente Siempre
veces
Me detengo de vez
en cuando a pensar
0 1 6 5 5
en lo que estoy
leyendo

6%
29%
nunca
35% ocasion-
almente
algunas veces
29% usualmente
 Data samples
COLLABORATIVE LEARNING ASSUMING CSR ROLES:
“Entre todos nos ayudábamos,
cada uno aportaba,
si uno no entendía,
un compañero le explicaba
y lo ayudaba” (S 10 Post-questionnaire)

“I really liked that in the groups they are supporting each other and even if a
person is not working, others are either encouraging or asking for more
cooperation, that’s great”. (Teacher’s journal 4)
 Data samples
ENHANCING LANGUAGE LEARNERS’ SELF-DIRECTION:
HANDING IN OF
INDIVIDUAL LEARNING LOGS
4 learning logs: 14 students
8%
3 learning logs: 8 students
25% 39% 2 learning logs: 2 students
1 learning log: 9 students
0 learning logs: 3 students
6%

22%

“Cuando yo realizaba mi trabajo sola entendía las ideas

principales gracias a las estrategias aprendidas en clase”
(S 24 Post-questionnaire)
 CONCLUSIONS
Showing positive
attitudes of the
CSR model.
Cooperative and
Individual Work.
Improvement of
Vocabulary.
 CONCLUSIONS
Effective use of the
learning logs.
Development of
Metacognitive
Strategies.
Improvement between
pre and posttests.
 CONCLUSIONS
Development a sense of self-directed learning to
attain specific learning objectives.
Lifelong learners.
 CONCLUSIONS
Acquisition of systematic reading habits.
Collaborative work.
Development of metacognitive skills .
Awareness of the importance of Self-Directed
learning.
 PEDAGOGICAL IMPLICATIONS

This study has implications for:

Students, to identify their real learning interests and objectives through
strategic learning models.
 Teachers, to plan curricula according to the need of developing good reading
comprehension skills in students to promote autonomous and effective
learning.
Institutions, to create study groups that can enhance interdisciplinary
projects to foster students’ autonomous learning by the use of the CSR model.
National stakeholders to create guidelines that can encourage society towards
the development of new pedagogical models, according to nowadays’
requirements.
 LIMITATIONS
Some limitations had some impact in the development of
the
study:
Resources to implement Web 2.0 tools were not enough
in most of the cases.
Lack of time.
Training students in the use of the model.
Lack of students’ availability to access the Web.
 SUGGESTIONS FOR FURTHER
RESEARCH
Research is needed on:
Implementation of new learning models,
focused on the communicative skills.
Autonomous and long-lasting learning.
Cooperative work.
Use of Web 2.0 in Colombian public
schools.
 references
Bondanza, A, & Treewater, A., (1998). Means of improving reading comprehension. Washington: ERIC Clearinghouse. 

Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press. 

Klingner, J. K., & Vaughn, S. R. (1998). Using collaborative strategic reading in Teaching Exceptional Children, 30(6), 32-37.

Knowles, M. (1975) Self-Directed Learning: A Guide for Learners and Teachers. New York: Association Press

Lowry, C. M. (1989) Supporting and Facilitating Self-Directed Learning. ERIC Digest No. 93. ERIC Clearinghouse on Adult,

Career, and Vocational Education, Columbus, Ohio. Retrieved from http://www.ntlf.com/html/lib/bib/89dig.htm

Mocker, D. W. & Spear, G. E. (1982) Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Information Series No.

241. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, The National Center for Research in

Vocational Education, The Ohio State University. (ERIC Document Reproduction Service No. ED 220 723).

Zainol, Mohamad. (2012). Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Strategies Perspectives.

In International Journal of Humanities and Social Science. 2 (3), 192- 198. Retrieved

from: http://www.ijhssnet.com/journals/Vol_2_No_3_February_2012/25.pdf 
Questions???