English pre-reading strategies for children: Preparing minds to develop reading comprehension, a literature review
DOI:
https://doi.org/10.53877/dztqhj72Palabras clave:
learning, pre-reading strategies, reading comprehension, educationResumen
The purpose of this article is to analyze research on the use of pre-reading strategies to improve reading comprehension in the teaching of English as a foreign language. For this purpose, a literature review was conducted based on academic sources obtained from databases such as Scopus, Scielo, and Google Scholar. Studies related to strategies such as brainstorming, KWL, prediction, prior vocabulary instruction, anticipation guides, graphic organizers, visual aids, and think–pair–share were considered. The results show that pre-reading strategies play a fundamental role in activating prior knowledge, increasing motivation, and improving text comprehension. Furthermore, it was found that their application promotes active student participation and contributes to the development of skills such as critical thinking and autonomy in learning. In conclusion, the implementation of pre-reading strategies in the classroom is key to improving reading comprehension among students learning English as a foreign language. Furthermore, the study highlights the need for teachers to incorporate these strategies in a planned and context-specific manner, as well as the importance of conducting future research that explores their application in specific educational settings.
Descargas
Referencias
Asadovay, D. (2018). La activación de los conocimientos previos para lograr un aprendizaje significativo en niños de E.G.B [Thesis, Degree]. Universidad Estatal de Cuenca https://acortar.link/wtW1Pk
Bartlett, F. (1932). Remembering: A Study in Experimental and Social Psychology. Editorial Cambridge University Press.
Beshaun, J., Kelsey, A., Aieyat, Z., Lysakerd. H., & Kyle S. (2022) Meaning-making processes across the lifespan: An investigation of the developmental course of metacognitive capacity. Schizophr Re, Vol (2), (pp. 240 – 245).
Cassany, D. (2006). Tras las líneas. Sobre la lectura contemporánea. Editorial Anagrama S.A.
Coll, C. (1990). Un marco de referencia psicológico para la educación escolar: la concepción constructivista del aprendizaje y la enseñanza. Editorial Universidad de Barcelona, Vol (2), (pp. 435-454).
Diaz, F., Hernández, G. & Barriga, A. (2002). Estrategias Docentes para un Aprendizaje Significativo: Una Interpretación Constructivista. McGraw Hill [Mexico, D.F].
Diaz, F., Hernández, G. & Barriga, A. (2010). Teaching Strategies for Meaningful Learning. A Constructivist Interpretation. McGraw Hill [Mexico, D.F].
Flavell, J. (1979). Metacognition and Cognitive Monitoring. American Psychologist.
Frascara, J. (2006). El diseño de comunicación. Editorial Infinito [Argentina].
Gregory, R. (1966). Eye and Brain: The Psychology of Vision. Ediciones Guadarrama.
Justice, L. (2014). Engaging Children with Print: Building Early Literacy Skills Through Quality Read-Alouds. Guilford Publications [New York].
Luque, A. & López, B. (2013). Pre-reading as a strategy to improve student understandings in that 2º ESO. Revista Educación y Futuro Digital (ISSN-e 1695-4297), 15(7), 28-46.
Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of All Students. In A. Anderson (Ed.), Mainstreaming Digest College Park: University of Maryland Press, Vol (2), (pp. 109-113).
Mermelstein, A. (2022). Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners [Thesis, Degree] National University of Kaohsiung. https://acortar.link/bmynzR
Ogle, D. (1986). K-W-L: A Teaching Model That Develops Active Reading of Expository Text. Editorial The Reading Teacher, Vol (39), (pp. 564-570).
Osborn, A. (1953). Applied Imagination: Principles and Procedures of Creative Thinking. Editorial Charles Scribner's Sons [New York].
Osei, A. (2014). The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research, Vol (5), (pp. 35-42).
Padrón, D. (2001). Influencia de las estrategias de aprendizaje en la comprensión lectora del inglés con propósitos específicos. [Tesis, Universidad del Zulia] https://acortar.link/Cy0W6n
Pincay, K. (2018). Herramientas de educación imaginativa en la generación de ideas de negocios innovadoras [Tesis, Grado] Universidad de Manabí. https://acortar.link/WeRFFO
Saussure, F. (1916). Cours de linguistique Générale. Editorial Maison d'édition à Lausanne [Suisse].
Solé, I. (1998). Estrategias de lectura. Editorial Graó [Barcelona]
Solé, I. (1999). Anticipación y comprensión lectora. Editorial Académica Española.
Solé, I. (2012). Estrategias de lectura: Comprensión lectora. Editorial Graó [Barcelona].
Vásquez, A. (2022). Reading comprehension: theoretical foundations and Strategies approach to text. Ciencia Latina Revista Científica Multidisciplinar, Vol 6(4) 618-633. DOI: https://acortar.link/EKpg5q
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Evelyn Johanna Guanoluisa Flores, Mayra Alejandra Moreno Genoves
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
