Reading Strategies

The aim of the present study was to identify dominant goal orientation patterns in university students, define their motivational profiles and their reading strategy use. The results of cluster analysis showed that four groups of students could be differentiated according to their goal orientation: mastery, mastery-performance, performance-work-avoidance, and work-avoidance goal orientation groups. Groups with high mastery orientation had more adaptive motivational profile and more adequate reading strategy use than groups with high work-avoidance orientation.

This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, 115 they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.

Reading strategies teachers say they use Reading strategies teachers say they use A survey determined content area teachers' favorite strategies and why they used them. One of the undergraduate courses for which I have primary responsibility at my institution is entitled Teaching Reading in the Content Area. It is the only literacy course middle and secondary preservice teachers are required to take. Required courses are not always easy to teach, and the content specialists (social studies, science, English, mathematics, foreign language) who take my course would rather focus on their content area. In order to maintain student interest I must frequently reexamine my curriculum and my personal motivation for teaching this course. Do I choose the elements of my curriculum because I have the academic freedom to make that choice? Do I teach what I do because it is part of my job description and I am required to do so? Do I teach what I do because I truly believe it is important and relevant? Fortunately I am able to say yes to all of these questions. However, I am most passionate about the third one because I have a son, George, who has a learning disability. George is bright, athletic, and social, but for all of his 14 years reading has been a struggle and the thought of reading out loud in class, painful. "My heart starts to pound," he said, "and my hands get all sweaty when I have to read. I get so nervous I can hardly think." Barry teaches at the

• To investigate the practices involved in developing reading comprehension in English as the L2 in Norwegian upper secondary school • Obtaining and integrating teacher and student perspectives • Integration of qualitative and quantitative methods, analyses, and reporting of findings ECER 2017 | Lisbeth M Brevik ([email protected]) ECER 2017 | Lisbeth M Brevik ([email protected]) Mixed methods literature • Philosophical assumptions • Theoretical frameworks -Johnson & Christensen (2013) -Greene (2015) -Creswell (2015) ECER 2017 | Lisbeth M Brevik ([email protected]) Rationale for MMR • QUAL + QUAN • Reading research gap ECER 2017 | Lisbeth M Brevik ([email protected]) ECER 2017 | Lisbeth M Brevik ([email protected])

Students may read a text in much the same way they read a
situation or another person. Critical reading can be a deeply self-aware and transformative process. However, at the undergraduate
level, it can often be a mere analytical performance that reinforces
the notion of radical discontinuity between historical eras and
among human experiences. Contemplative reading, as a practice
of generosity and connection, can generate self-awareness and
transformative engagement with an Other, supporting critical
reading. Contemplative readings of vilified or ignored subjects
paired with students’ direct experiences of their resistance can
surface intolerance and encourage meaning-making. In this piece,
a traditional assignment of weekly reading responses posted
by students to a Learning Management System is revised into a
Contemplative Reading assignment. This assignment makes visible
the reading process to highlight the skills of generous reading,
noticing novelty, recognizing emotional reactivity, owning emotions
rather than projecting them, and meaning-making, thereby
expanding students’ capacities to engage with the world using
critical, creative, and contemplative dispositions.

Across June and July, we read middle grade novels together and met online to talk about sharing these books with our middle school students. Recognizing the limitations of some multicultural education programs to solve social inequities, Paulo Freire (1970) advocated for critical pedagogy, a social justice approach of teachers and students engaging together with "critical information, awareness, and understanding of social inequities to take corrective action" (quoted in Bell, p. 31). Love's work calls for abolitionist teaching: "[T]he practice of working in solidarity with communities of color while drawing on the imagination, creativity, refusal, (re)membering, visionary thinking, healing, rebellious spirit, boldness, determination, and subversiveness of abolitionists to eradicate injustice in and outside of schools" (p. 2). Through this protocol, students begin to interrogate systems that enable the harm we notice in our reading: classroom or school rules, gender binaries, policies, laws, media coverage, and various institutions that allow for bystanders and inaction.

Abstract: The... children... crushed... the... chocolatey... treat... between... their... teeth.... Their... dog,... Bandit,... looked... up... at... them... with... hopeful... big... brown... eyes.... But... the... children... knew... that... dogs... should... not... eat... chocolate.... Mike read the few ...

Authors: Joel Brown, Koomi Kim, K. O'Brien Ramirez.
This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the reader's reading comprehension process using eye tracking and miscue analysis.

This article concerns the relationship between general literacy skills
and engagement with subject-specific content in classroom practice.
The aim is to contribute knowledge about how enactment of
reading strategies impacts classroom discussions about science
texts. For 10 weeks, the researcher conducted observations and
audio recordings of strategy-focused text discussions in Grade 4
physics and biology. The strategies employed were as follows: text
knowledge, looking at text features and using prior knowledge. The
analysis of the transcribed recordings and relevant parts of the
textbook material was informed by Bernstein’s sociology of education
and a social semiotic view of disciplinary literacy practices. The
result shows that reading strategies were foregrounded in discussions
about texts in ways which created and upheld boundaries to
related content, activities and texts. Notably, the teacher and the
students discussed single pages of science textbook material without
considering how meaning conveyed by images and writing
relates to other pages by, for example, bringing technical knowledge
closer to everyday experience or by condensing meanings in
a technical way. The study shows the potential of adhering to the
information flow between given and new on textbook spreads to
understand shifts between concrete and technical meaning.

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes.

According to the National Assessment of Educational Progress, a significant percent of 4th grade students read below the basic level. In one elementary school students participated in additional reading instruction as intervention for students scoring basic and below basic on the state standardized test. The purpose of this ex post facto nonexperimental quantitative study was to determine the effectiveness of direct instruction versus fluency (repeated reading) instruction on the reading achievement of 4th grade
students. This study is based on the theory of automatic information processing in reading and the theory of prosody. The overarching research question for this study examined if the reading achievement scores of 4th grade students improved with fluency instruction or direct instruction. Two separate years of archived data from the 2011-2012 (Group A) and 2012-2013 (Group B) school years were used to examine student reading
levels using the Developmental Reading Assessment (DRA) test. Sample size for both Group A and Group B equaled 76 participants respectively. Use of an independent samples t test indicated there was a significant mean difference of reading achievement scores between student groups as measured by the DRA. Students who received fluency instruction achieved greater comprehension scores than students who did not receive fluency instruction. Findings from this study give indication of improvement in reading achievement with the implementation of fluency instruction. Implications for social change include changing the behavior, perceptions, and customs of teachers towards students in and urban public school and district through professional development and professional learning community sessions.

Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI) on undergraduate students' reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of , it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week), and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

This study aimed to know the dominant and least used language learning strategies of Grade-10 public school students. Respectively, this study intended to answer the following research questions: (1) How may the language learning strategies of the respondents be described in terms of listening, vocabulary, speaking, reading, writing strategies; (2) What is/are the dominant language learning strategies of the respondents; and (3) What is/are the least used language learning strategies of the respondents. A quantitative type of research was applied in this study. The 70-item survey type of questionnaire was used to accumulate the data for the purpose of knowing the language learning strategies of Grade-10 students from a selected public school in Angeles City. The researchers engaged the statistical analyses of data which was done through mean and standard deviation. The 70-item accomplished questionnaire was answered by: Often, Sometimes and Never. In general, the dominant language learning strategies used by the Grade-10 students were the listening and reading language learning strategies; and the least used learning strategies were identified as the speaking, writing and vocabulary strategies. In general, the respondents have used all the language learning strategies in order to enhance their language competencies. A significant discovery on the students’ language learnings strategies were shown. It is hoped that the results of this research will assist Grade-10 English learners, English teachers, administrators and future researchers to enhance and to explore the language learning strategies of the students.

Key words: language learning strategies, listening strategies, vocabulary strategies, speaking strategies, reading strategies, writing strategies

In the present article, we investigate the degree to which 15-year-old students in regular secondary education in the Netherlands (N = 144) master four strategic reading activities and the relationship of the mastery to their first-language reading comprehension, preference for self-direction and in-depth information processing, and attitude towards reading and strategic reading activities. Students' mastery of strategic reading activities appears to be strongly related to reading comprehension. Differences in reading comprehension between school types are not completely explained by differences in mastery of strategic reading activities. No relationship was found between students' preference for self-direction or in-depth processing of information on the one hand and mastery of strategic reading activities or reading comprehension on the other. Students' attitudes towards the usefulness of strategic reading activities appear to be negatively related both to their mastery of these activities and to their reading comprehension. We suggest that mastery of strategic reading activities probably influences reading comprehension, and that strategy training appears to be less suitable for students with well-developed reading skills.

Furniture market in India is predominantly an un-organized retail market (85%) but gradually with large scale organizations venturing into the sector has in turn the changed in behavior of consumers form dissonance reducing behavior to branding. This is possible by promotion strategies specifically branding adopted by large scale companies. Promotion is a strategy through which an individual or organization highlights the USP and benefits of a product or service to influence the buying behavior of the individuals. Promoting a brand is equally important as opening a store. Advertising, participation in exhibitions and e-marketing is perceived by retailers as a significant means to convey information to consumers. This study on promotional strategies is divided in three category advertising, participations in exhibitions and e marketing. The objective of the study is to compare the level of existing promotional strategies formulated by manufacturers & functional strategies adopted at retail level, to the consumer response to the above mentioned strategies. The study focuses on promotional efforts taken by retailers and compares it to requirements given by consumers for a better footfall in the outlet.

Engaging students who are reluctant readers is not a one-sided dilemma , but rather a dynamic problem with many facets. This study examined one aspect of this conundrum. While reading is a difficult and challenging task for many, reluctant readers struggle with not only being engaged, but with negative self-perceptions. The fourth grade reluctant readers in this study struggled with comprehension and how to overcome these struggles. To support reluctant readers, this study gauged the effectiveness of four research-supported visualization strategies as a potential way that can support reading comprehension, which in turn can enable students to persevere through their struggles. The results of the study showed that the influence of peers, visualiza-tion strategies, and student choice had significant impact in supporting struggling readers. The study also found that when students were exposed to these explicit visualization strategies, their reluctance, as well as their self-perception, was positively impacted.

This research focuses on the influence of anticipation guide strategy on students' reading comprehension at the twelfth grade of MA KM Muhammadiyah Padang Panjang, 2017/2018 Academic Year. The research design was an experimental research conducted to the Science class as the participants of the research. The instrument of this research was a multiple-choice test distributed as the pre-test and post-test. As the result, the students' reading comprehension became significantly better after being taught by the anticipation guide strategy. It is found that the pre-test average score was 42.36, and after the treatment, the post-test average score was 75.7. The result shows that the anticipation guide strategy has significant influence on the student's reading comprehension.

The purpose of this article is to introduce text sets of
picture books that address 10 ancient civilizations commonly
taught in middle school and also offer instructional strategies that
could be used for critical and multicultural literacy exploration.
Beginning with discussion of the importance of picture books and
text sets in the middle school classroom, the article highlights the
importance of reading pictures along with words. Additionally, this
article showcases 10 ancient civilizations by providing picture book
titles that will engage students and concludes by sharing literacy
strategies and reflection that will assist social studies teachers in
implementing the various text sets described throughout.

Zusammenfassung Das Ziel des vorliegenden Beitrags besteht darin, eine effektive Möglichkeit zur gezielten Förderung der strategischen Lesekompetenz im Kontext eines universitären Literaturseminars darzulegen. Vorgestellt wird in diesem Beitrag eine exemplarische Unterrichtseinheit, die entsprechend des kognitivierenden Instruktionsmodell ‚Explizites Training' gestaltet wurde. Die Unterrichtseinheit setzt sich im Sinne des Expliziten Trainings aus vier Trainingskomponenten zusammen und zielt darauf ab, die strategische Lesekompetenz von türkischen DaF-und Germanistikstudierenden im Kontext eines deutschsprachigen Literaturseminars zu fördern. Die unter der Beachtung des rekursiven Grundmusters des expliziten Trainingsmodells entwickelte Unterrichtseinheit exemplifiziert eine integrative Lesestrategievermittlung, von dem man sowohl im deutschsprachigen Literaturseminaren als auch innerhalb weiterer Studienseminare profitieren kann.

Reading is one of the most important skills of language learners. In order to comprehend a text either in the native or non-native language, readers employ reading strategies. Skilled reading necessitates use of reading strategies. A good deal of research conducted reveal that some readers employ fewer strategies whereas others use more strategies. Therefore, researchers made a distinction between the good and poor reader, and they tried to determine the qualities of good readers. One of the most important qualities of good readers is that the good readers know what the reading strategies are, and they have a good command of where and how to use them. This article aims to review the vast literature on reading strategies employed by the ESL/EFL students, and draw pedagogical implications for the reading courses.

Inductive learning has gained well-deserved attention as a teaching strategy, but not as a student-appropriated skill. Inductive Bible Study methods provide a model for cognitive strategies that enhance reading comprehension and higher-order thinking. The present study aimed to translate these skills into cognitive strategies that third grade students could use in reading, to improve reading comprehension. The setting was a small American Christian school in an Anglophone West African country. The grade 3 class consisted of 21 students from diverse backgrounds and ethnicities. The entire class participated in the curricular project of 12 lessons that taught inductive learning skills incrementally, in small- and whole-group settings. The curricular project took place over 4 weeks. A pre-test and post-test were given on reader self-efficacy and reading comprehension, and scores from Reading Street weekly tests before and during the project were collected. The data revealed that reader self-efficacy scores dropped by a small percentage between the pre-test and post-test. Reading comprehension scores for the pre-test and post-test rose slightly. The most significant gain was shown in Reading Street weekly test scores, which showed a 12% rise between average test scores before the skills were taught, and during and afterward. The results indicate that inductive learning strategies as a student-appropriated cognitive skill set can increase reading comprehension in third grade students, but a longer time span would be needed to confirm student appropriation of the skills in the long term.
Keywords: 
Reading comprehension, metacognition, inductive learning, inquiry learning, induction, cognition, inference, higher-order thinking.

The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth-grade students at varying educational levels: academic, semi-academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self-questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi-academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group.

This research was taken based on the students' problem to memorize, apply, understand and comprehend the English texts. The students also cannot interpret the authors' message. The purpose of this research is to improve the students' reading comprehension of the first semester of English Study Program of STKIP Pahlawan Tuanku Tambusai. The participants of this research are the first semester students of English Study Program of STKIP Pahlawan Tuanku Tambusai. The classroom action research was done in four steps plan, action, observation, and reflection in three cycles. This study shows that Jigsaw Strategy can improve the students' reading comprehension. Based on the data, the percentage improve significantly from the first to the third test. The first test, the percentage was 18.92%, then at the second test was 27.03% and at the third test was 45.21%. At the second and third cycles, there was no students could achieved this level, but the percentage directly increase to 35.14%. Therefore, the students' reading comprehension can be improved through Jigsaw Strategy.

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer's Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

This article examines John 21 by means of Wayne Booths reading strategy of conduction. As a later redactional addition, ch. 21 casts a different understanding upon the preceding narrative of chs. 1-20 through the implied author's intertextual interpretation. One of the most obvious ways in which the intertextual interpretation of the implied author is manifest is in the form of narrative echoes, implicit references to earlier parts of the narrative discourse in chs. 1-20. These become intratextual connections for the implied reader, whereby the interplay between the derivations in chs. 1-20 and their intertextual interpretation in ch. 21 creates new meaning.

In this article I examine self-questioning as a means of enhancing students' understanding of texts, especially literary texts. Theoretical trends underlying self-questioning in reading are outlined. Next, research on the effects of self-questioning instruction is explored. Results indicate that students can be trained to ask questions during reading and that such training may lead to significant gains in reading comprehension and recall. Qualitative research indicates what approaches might be effective in the literature classroom.

The present study probed into the immediate and delayed effects of a multiple-strategy instruction on English as a Foreign Language (EFL) learners’ reading performance. The sample of the study consisted of 20, 11 to 12 year-old, Greek-speaking EFL learners,  who received   a   three-month   multiple-reading   strategy  instruction   set   within   the   Direct
Explanation framework and participated in pretest, immediate and delayed posttest measurements. The  data   came from two   reading   comprehension   measures,   one standardized EFL reading ability test and one researcher-designed reading test. The results of the study indicated that the EFL students improved their reading performance both in the
immediate   and   delayed   posttest   measurements   when   compared   to   their   pretest measurement. Empirical evidence for not only the immediate but also the delayed effects of strategy   training   in   young   EFL   contexts   is   provided.   Pedagogical   implications   and recommendations for further research are also discussed.

Η παρούσα πτυχιακή εργασία βασίστηκε σε ένα συνδυαστικό μοντέλο κατανόησης
γραπτού λόγου που ενσωματώνει τις βασικές κοινές θεωρητικές παραδοχές των κοινωνικογνωστικών και των κοινωνικο-πολιτισμικών προσεγγίσεων, καθώς και των προσεγγίσεων
γραμματισμού σκοπεύοντας να σχεδιάσει, να εφαρμόσει και να αξιολογήσει μια διδακτική
παρέμβαση που σχετίζεται με την μάθηση και την διδασκαλία της κατανόησης του γραπτού
λόγου και των πληροφοριακών κειμένων σε δίγλωσσους μαθητές.
Σκοπός της συγκεκριμένης έρευνας ήταν να σχεδιάσει και να εφαρμόσει ένα
υποστηρικτικό και παροτρυντικό περιβάλλον μάθησης και διδασκαλίας της κατανόησης του
γραπτού λόγου σε παιδιά που έχουν την ελληνική γλώσσα ως δεύτερή ή και ξένη γλώσσα με
την παροχή και τη χρήση κοινωνικο-διαδικαστικών διευκολύνσεων, προκειμένου να βοηθήσει
μαθητές της Ε΄ τάξης δημοτικού, οι οποίοι αντιμετωπίζουν προβλήματα στην κατανόηση του
γραπτού λόγου. Η παρούσα πτυχιακή εργασία στόχευε να διερευνήσει την επίδραση της
συγκεκριμένης διδακτικής παρέμβασης σε δίγλωσσους μαθητές-αναγνώστες στην βελτίωση
της ποιότητας της κατανόησης του γραπτού λόγου κατά την επεξεργασία πληροφοριακών
κειμένων σύγκρισης, στην ανάπτυξη της μεταγνωστικής γνώσης αναφορικά με την
αναγνωστική διαδικασία και στην ανάπτυξη μεταγνωστικών στρατηγικών κατανόησης κατά
την διαδικασία της αναγνωστικής κατανόησης.

Skimming & Scanning is a style of reading and information processing. There are some who argue that skimming and scanning is more of a searching technique than a reading strategy. But it all depends on the purpose for reading.
For example, one could read for pure enjoyment, while in another situation, one could read for inquiring about information or to successfully complete a proposed activity/task.

Reading is bringing meaning to and getting meaning from printed or written material. Trought the reading activity, the students can increase their language and it can also make them wise and respectful. Student’s reading ability must be developed.
(A paper by students of IAIN padangsidempuan - Tadris Bahasa Inggris)

In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language teachers and students use all available reading methods in order to identify which method best serves their study objectives.

O objetivo desse estudo foi identificar as estratégias de leitura utilizadas -logográfica, fonológica ou lexical -e a relação destas estratégias com o desempenho em escrita. Foram avaliados 55 alunos de 1ª série do ensino fundamental de escolas públicas com a Prova de Escrita sob Ditado e o Teste de Competência de Leitura Silenciosa -TeCoLeSi. Houve correlação positiva significativa entre o desempenho na Prova de Escrita sob Ditado e o TeCoLeSi (r = 0,33; p = 0,028). Os grupos de bons e maus leitores, divididos a partir do escore total no TeCoLeSi, foram discriminados pelo desempenho na estratégia fonológica, mas não nas demais, sugerindo que esta é a estratégia que mais se desenvolve no início da alfabetização. Diante disso, sugere-se o ensino diferencial das estratégias no início da aquisição da leitura.

This article describes a pedagogical intervention carried out at a public university in Colombia. A total of 26 psychology students, aged between 19 and 26 years old, taking English classes for academic purposes, and in their fourth semester, participated in this study. This intervention was implemented for an academic semester and aimed to help learners develop their English reading skills-from literal to critical comprehension of short academic texts-through the use of infographics, which are visual tools that combine texts and graphs to help users communicate information. Teachers used students' infographics to assess their understanding of short academic texts in English, and they interviewed students to learn their opinions on the intervention. Further, teachers implemented a colour-coding technique in interview transcripts to show relevant patterns in the student opinions. This data analysis indicated that the students clearly understood the ideas from the texts because they were able to go beyond reading to dynamise information in the infographics while using the visual aids as mediators in expressing their ideas. In conclusion, the infographics were beneficial in developing the students' reading skills. They presented an opportunity for the students to paraphrase main ideas from the texts and represent their understanding of the readings. In addition, this pedagogical intervention was useful for teachers because it enabled them to explore reading comprehension using a new strategy that might be helpful in English classes. Resumen Este artículo describe una intervención pedagógica realizada en una universidad pública de Colombia. Un total de 26 estudiantes de psicología, de entre 19 y 26 años de edad, que tomaban clases de inglés con fines académicos, y que cursaban su cuarto semestre, participaron en este estudio. Esta intervención se implementó durante un semestre académico y tuvo como objetivo ayudar a los estudiantes a desarrollar sus habilidades de lectura en inglés (desde la comprensión literal hasta la comprensión crítica de textos académicos cortos), mediante el uso de infografías, que son herramientas visuales que combinan textos y gráficos para ayudar a los usuarios a comunicar información. Los profesores utilizaron las infografías de los estudiantes para evaluar su comprensión de textos académicos cortos en