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Applying the Transtheoretical Model of Change to Personal Reading Habits in Middle School Students

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dc.contributor.advisor Palma, Carla es_CL
dc.contributor.author Yoacham De La Maza, Javier Cristián es_CL
dc.contributor.editor Facultad de Educación es_CL
dc.contributor.editor Departamento de Pedagogía Media y Didácticas Específicas es_CL
dc.contributor.editor Carrera de Pedagogía para Profesionales es_CL
dc.date.accessioned 2019-09-11T02:19:50Z
dc.date.available 2019-09-11T02:19:50Z
dc.date.issued 2018
dc.identifier.uri http://repositorio.uahurtado.cl/handle/11242/24627
dc.description Tesis para optar al grado de Profesor de Enseñanza Media es_CL
dc.description.abstract This study aimed to implement a pedagogical unit based on the transtheoretical model of change in order to promote the development of personal reading habits among students. Using a literature-based approach, 7th grade students were assigned a reading text: Holes, by Louis Sachar. Students were expected to do at least 15 minutes of personal reading time in class at the beginning of every class. Accompanying this, they were assigned a variety of tasks, many of which were writing tasks. These were designed to promote improved reading comprehension skills and raise awareness of individual’s contexts related to personal reading habits. The findings of this study suggest that while the majority of the students feel they are able to read and understand what they read, they do not spend any or much personal time reading literature. The conclusions open up new areas for more rigorous application of the program over a greater period of time and taking into account a wider degree of personal / group characteristics en
dc.format.extent 35 h.
dc.language.iso en en
dc.publisher Universidad Alberto Hurtado es_CL
dc.subject.lcsh Enseñanza es_CL
dc.subject.lcsh Inglés es_CL
dc.subject.lcsh Comprensión de lectura es_CL
dc.title Applying the Transtheoretical Model of Change to Personal Reading Habits in Middle School Students es_CL
dc.type Tesis es_CL

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