E-Locus - Institutional Repository of the University of Crete - Η επίδραση μιας διδακτικής παρέμβασης στην κατανόηση και παραγωγή πολυτροπικών πληροφοριακών κειμένων σύγκρισης και στη μεταγνώση μαθητών/τριών Ε΄ τάξης Δημοτικού : μελέτη Περίπτωσης

Home Η επίδραση μιας διδακτικής παρέμβασης στην κατανόηση και παραγωγή πολυτροπικών πληροφοριακών κειμένων σύγκρισης και στη μεταγνώση μαθητών/τριών Ε΄ τάξης Δημοτικού : μελέτη Περίπτωσης

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Identifier

000453816

Title

Η επίδραση μιας διδακτικής παρέμβασης στην κατανόηση και παραγωγή πολυτροπικών πληροφοριακών κειμένων σύγκρισης και στη μεταγνώση μαθητών/τριών Ε΄ τάξης Δημοτικού : μελέτη Περίπτωσης

Alternative Title

The effect of an intervention program on reading comprehension and writing of multimodal comparative espository texts and the metacognition of 5th grade students : a case study

Author

Κολόκα, Ουρανία-Ειρήνη

Thesis advisor

Σπαντιδάκης Ιωάννης

Reviewer

Βασιλάκη Ελένη
Θώμου Παρασκευή

Abstract

The purpose of the present study was to design, implement and evaluate the effect of an intervention program on the reading comprehension of multimodal comparative expository texts, their writing and the metacognition of primary school students. Specifically, it was constructed a community of practice in an environment of Cognitive Apprenticeship and fading scaffolding, using the common theoretical principles of modern Sociocognitive and Sociocultural approaches of literacy, in order to enhance the reading comprehension skills, the writing skills, the metacognitive knowledge and strategies. This is a semi-experimental case study with action research data, utilizing quality data collection tools. It lasted nine weeks and was implemented in two co-located Primary schools in an urban area of Heraklion. The sample consisted of 41 students of the 5th grade, of which 20 participated in the control group and 21 in the experimental group. According to the results, the intervention on reading comprehension strategies, using information based on the textual type and the reading of the images, contributed positively to the reading comprehension, strengthened the metacognitive knowledge about the use of strategies, and affected to some extent the writing results.

Language

Greek

Subject

5th grade primary school

Comparative texts

Expository texts

Metacognition

Reading and writing relationship

Reading comprehension

Visual literacy

Αναγνωστική κατανόηση

Ε΄ Δημοτικού