Situated reading : promoting the social damains through picture books in EFL.

Vista sencilla de ítem
dc.contributor.advisorMontaño Moreno, Johannaspa
dc.contributor.authorPacheco Fandiño, Maria Camilaspa
dc.date.accessioned2026-07-16T21:03:41Z
dc.date.available2026-07-16T21:03:41Z
dc.date.issued2026
dc.description.abstractThis document presents an action research project that attempted to describe the influence of a set of activities based on picture books focused on the social domains on the development of reading comprehension skills when literacy is understood. The study was held with a group of fourth graders at Liceo Femenino Mercedes Nariño. This research employed a qualitative paradigm, which focused on the description and interpretation of students’ reading processes. The data was collected through questionnaires, artifacts, recordings, field notes, and interviews along the entire intervention process. For the data analysis, a triangulation approach was employed to guarantee validity and reliability to the results presented in the conclusions, and limitations of the project.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/22534
dc.language.isoen_US
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
dc.relation.referencesAcedillo, N (2023). Improving the Reading Comprehension Skills of Grade 5 Pupils through Contextualized Learning Materials: A School-Based Research. International Journal of Scientific and Research Publications.
dc.relation.referencesBarrett, T. (1976). Taxonomy of reading comprehension. In R. Smith (Ed.), Handbook of reading research (pp. 49–66). Newark, DE: International Reading Association.
dc.relation.referencesBarton, D., & Hamilton, M. (2005). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies (pp. 25-32). Routledge
dc.relation.referencesBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.
dc.relation.referencesChall, J. (1983). Stages of reading development. New York: McGraw-Hill
dc.relation.referencesChen, M., & Huang, Y. (2023). Analysis on the role of picture books in children's cognitive development education. Educational Administration: Theory and Practice, 30(1). https://doi.org/10.52152/kuey.v30i1.767
dc.relation.referencesCortes, C. (1981). The societal curriculum and the school curriculum: Allies or antagonists? Educational Leadership, 36(7), 475–479
dc.relation.referencesDenzin, N. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill.
dc.relation.referencesDepartamento Administrativo Nacional de Estadística (DANE). (n.d.). Estratificación socioeconómica
dc.relation.referencesEducation Endowment Foundation. (2021). Improving literacy in Key Stage 2: Guidance report (2nd ed.).
dc.relation.referencesEstévez, K. (2021). Implementation of online interactive read-aloud lessons with picture books to improve the reading learning experiences of fifth graders at a private school in Floridablanca, Santander. Recuperado de: http://hdl.handle.net/11634/35256
dc.relation.referencesFreire, P. (1970). Pedagogy of the Oppressed (M. B. Ramos, Trans.). Herder and Herder.
dc.relation.referencesGee, J. (2000). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714–725
dc.relation.referencesGlaser, B, & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
dc.relation.referencesHarris, M. (1976). History and significance of the emic/etic distinction. Annual Review of Anthropology, 5(1), 329–350
dc.relation.referencesHunt, P. (1994). An introduction to children's literature. Oxford University Press
dc.relation.referencesKalpokas, N., & Hecker, J. (2023). The ultimate guide to qualitative research: Part 1 – The basics. https://atlasti.com/guides/qualitative-research-guide-part-1
dc.relation.referencesKing, N., Horrocks, C., & Brooks, J. (2019). Interviews in Qualitative Research (2nd ed.). Sage Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage
dc.relation.referencesLiceo Femenino Mercedes Nariño. (2022). Proyecto Educativo Institucional (PEI). Secretaría de Educación del Distrito.
dc.relation.referencesMahmoud, M. . (2024). Contextualizing EFL textbook selection: A sociocultural perspective on meaningful learning. Journal of Language and Education, 10(1), 45–62. https://ssrn.com/abstract=5376689
dc.relation.referencesMarrero-Colón, M. (2019). Literacy and young learners: Reading, writing and beyond. Cambridge English. https://www.cambridge.org/elt/blog/2019/10/04/literacy-young-learners
dc.relation.referencesMcNiff, J., & Whitehead, J. (2002). Action research: Principles and practice (2nd ed.). RoutledgeFalmer.
dc.relation.referencesMeunier, C. (2017). The cartographic eye in children’s picturebooks: Between maps and narratives. Children’s Literature in Education, 48(1), 21–38. https://doi.org/10.1007/s10583-016-9302-6
dc.relation.referencesMerriam, S. (1994). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers
dc.relation.referencesMinisterio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras. Espantapájaros Taller.
dc.relation.referencesNikolajeva, M., & Scott, C. (2001). How picturebooks work. Routledge. https://doi.org/10.4324/9780203960615
dc.relation.referencesNodelman, P. (1988). Words about pictures: The narrative art of children’s picture books. University of Georgia Press.
dc.relation.referencesNucci, L. (2001). Education in the moral domain. Cambridge University Press
dc.relation.referencesOrozco, J. (2020). Illustrated fables: a meaningful resource to approach VYLs to EFL. Recuperado de: http://hdl.handle.net/20.500.12209/12114.
dc.relation.referencesSagor, R. (2000). Guiding School Improvement with Action Research. Alexandria, Virginia, United States: ASCD. Retrieved from https://epdf.pub/guiding-school-improvementwith-action-research.html
dc.relation.referencesSalas, Á. (2024). Getting to know myself: fostering self-awareness through the use of Picture Books. Recuperado de: http://hdl.handle.net/20.500.12209/19770.
dc.relation.referencesSaylor, J., Alexander, W.., & Lewis, A. (1974). Curriculum planning for better teaching and learning. Holt, Rinehart and Winston
dc.relation.referencesSecretaría de Educación de Bogotá. (n.d.). El Liceo Femenino de Cundinamarca Mercedes Nariño cumplió 106 años de historia. Portal Institucional de la Educación en Bogotá. https://www.educacionbogota.edu.co/portal_institucional/noticia/el-liceo-femenino-de-cundinamarca-mercedes-narino-cumplio-106-anos-de-historia-y
dc.relation.referencesTessier, S. (2012). From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination? International Journal of Qualitative Methods, 11(4), 446-460. https://doi.org/10.1177/160940691201100410 (Original work published 2012)
dc.relation.referencesThorndike, E. L. (1928). The fundamentals of learning. Teachers College, Columbia University Press.
dc.relation.referencesTomé, M., Senís, J., & Ruiz, D. (2019). Values and intercultural experiences through picture books. Universidad de Zaragoza. Repositorio Institucional de Documentos. https://zaguan.unizar.es/record/88441
dc.relation.referencesTompkings, G. (2011). Literacy for the 21st century: A balanced approach (5th ed.). Boston, Pearson.
dc.relation.referencesTuriel, E. (1983). The development of social knowledge: Morality and convention. Cambridge University Press.
dc.relation.referencesVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Pres
dc.relation.referencesWestwood, P. (2009). What teachers need to know about reading and writing difficulties. Camberwell, Victoria. ACER Press.
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectPicture bookseng
dc.subjectLiteracy as a situated social practiceeng
dc.subjectReading comprehensioneng
dc.subjectSocial domainseng
dc.titleSituated reading : promoting the social damains through picture books in EFL.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Situated reading.pdf
Tamaño:
2.31 MB
Formato:
Adobe Portable Document Format
Descargar

Bloque de licencias

Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
No hay miniatura disponible
Nombre:
202603250117783 01JUN2026 MARIA PACHECO.pdf
Tamaño:
349.5 KB
Formato:
Adobe Portable Document Format
Descripción:
LICENCIA APROBADA
Descargar

Colecciones

Licenciatura en Español e Inglés