Teaching affixation through reading to learn to improve student’s reading comprehension
Reading is an important receptive skill in learning a new language, as comprehension involves extracting and constructing meaning. This process allows readers to form mental representations by visualizing words and understanding meaning in context. While some studies have examined affixation instruc...
- Autores:
-
Paternina Barba Paula Andrea
Vergara Urrea Valentina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/9381
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/9381
https://repositorio.unicordoba.edu.co
- Palabra clave:
- Comprensión lectora
Leer para aprender
Afixación
Conciencia de la afixación
Reading comprehension
Reading to Learn (R2L)
Affixation
Affixation awareness
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Teaching affixation through reading to learn to improve student’s reading comprehension |
| title |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| spellingShingle |
Teaching affixation through reading to learn to improve student’s reading comprehension Comprensión lectora Leer para aprender Afixación Conciencia de la afixación Reading comprehension Reading to Learn (R2L) Affixation Affixation awareness |
| title_short |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| title_full |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| title_fullStr |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| title_full_unstemmed |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| title_sort |
Teaching affixation through reading to learn to improve student’s reading comprehension |
| dc.creator.fl_str_mv |
Paternina Barba Paula Andrea Vergara Urrea Valentina |
| dc.contributor.advisor.none.fl_str_mv |
Martínez Díaz, Luis Alfredo |
| dc.contributor.author.none.fl_str_mv |
Paternina Barba Paula Andrea Vergara Urrea Valentina |
| dc.contributor.jury.none.fl_str_mv |
Bohorquez Rodríguez, Deimer David García Montes, Paula Andrea |
| dc.subject.proposal.none.fl_str_mv |
Comprensión lectora Leer para aprender Afixación Conciencia de la afixación |
| topic |
Comprensión lectora Leer para aprender Afixación Conciencia de la afixación Reading comprehension Reading to Learn (R2L) Affixation Affixation awareness |
| dc.subject.keywords.none.fl_str_mv |
Reading comprehension Reading to Learn (R2L) Affixation Affixation awareness |
| description |
Reading is an important receptive skill in learning a new language, as comprehension involves extracting and constructing meaning. This process allows readers to form mental representations by visualizing words and understanding meaning in context. While some studies have examined affixation instruction and the Reading to Learn (R2L) approach separately, little research has explored how teaching affixation within the R2L cycle might enhance affixation awareness and reading comprehension. This study aimed to determine whether teaching affixation through R2L improves 10th graders’ reading comprehension and to describe their development of affixation awareness. Data sources included video-recorded lessons, and some students stimulated recalls sessions. Findings showed that affixation instruction within the R2L framework increased students’ affixation awareness, which in turn improved comprehension—particularly within factorial and consequential explanation genres. Students applied knowledge of prefixes and suffixes to decode vocabulary, identify grammatical roles, and understand text structure in support of achieving communicative purposes. This study contributes to the field of language education by demonstrating how integrating affixation instruction into the R2L cycle can strengthen students’ reading comprehension. It offers practical insights for L2 educators seeking effective strategies to teach word formation and genre-based reading in public school settings. |
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2025 |
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2025-07-18T13:14:53Z |
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2025-07-18T13:14:53Z |
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2025-07-18 |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/9381 https://repositorio.unicordoba.edu.co |
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Universidad de Córdoba |
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eng |
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eng |
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Acevedo, M. C. (2020). Bringing language to consciousness: Teacher professional learning in genre-based reading pedagogy [Doctoral dissertation, The Open University]. Open Research Online. https://doi.org/10.21954/ou.ro.00011316 Al-Mekhlafi, A. M. (2015). The relationship between linguistic intelligence and morphological awareness of Yemeni EFL students. International Journal of English Language and Linguistics Research, 3(2), 44–59. https://www.academia.edu/10988473/The_Relationship_between_Affixation_Awareness_and_Linguistic_Intelligence_among_Yemeni_EFL_Learners?from_sitemaps=true&version=2 Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139–160https://uis.brage.unit.no/uis-xmlui/handle/11250/3055104 Becerra, L., Duarte, L., & Hernández, L. (2019). Enhancing reading comprehension through the Reading to Learn approach in Colombian EFL students. Colombian Applied Linguistics Journal, 21(2), 180–194. https://doi.org/10.14483/22487085.14207 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31 Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431443.https://www.researchgate.net/publication/51504947_Matthew_Effects_in_Young_Readers_Reading_Comprehension_and_Reading_Experience_Aid_Vocabulary_Development Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological Aspects of Language Processing (pp. 189–209). Lawrence Erlbaum Associateshttps://www.researchgate.net/publication/226292574_Awareness_of_the_structure_and_meaning_of_morphologically_complex_words_Impact_on_reading_Reading_and_Writing_An_Interdisciplinary_Journal_12_169-190 Cholo, D. N. (2013). The effect of teaching affixes on vocabulary development of secondary school students in Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 4(2), 265–272. Clarke, V., & Braun, V. (2021). Thematic analysis: A practical guide. Sage Publications. https://www.researchgate.net/publication/382853995_Thematic_Analysis_A_Practical_Guide Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press. https://pdfcoffee.com/dereweanka-amp-jones-2016-teaching-language-in-context-compressed-pdf-free.html?utm_ Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). International Reading Association. https://faculty.washington.edu/smithant/DukeandPearson.pdf Gebhard, M. (2019). Teaching and researching ELLs' disciplinary literacies: Systemic functional linguistics in action. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315108391/teaching-researching-ells-disciplinary-literacies-meg-gebhard?utm_ Ghazanfari, M., Nemati, A., & Behjat, F. (2013). The effects of affixation awareness on Iranian EFL learners’ vocabulary development. Journal of Language Teaching and Research, 4(5), 1085–1094. https://doi.org/10.4304/jltr.4.5.1085-1094 Gorman, G. E., Clayton, P. R., Shep, S. J., & Clayton, A. (2005). Qualitative research for the information professional: A practical handbook. Facet Publishing. https://www.researchgate.net/publication/31064760_Qualitative_Research_for_the_Information_Professional_A_Practical_Handbook_Second_Edition_G_E_Gorman_and_Peter_Clayton Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781315833743/teaching-researching-reading-fredricka-stoller-william-peter-grabe Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Deakin University. https://www.academia.edu/45601768/Language_context_and_text_aspects_of_language_in_a_social_semiotic_perspective Hasani, R., Mousavi, M., & Zarei, A. (2014). The impact of affixation on Iranian EFL learners' vocabulary development. Theory and Practice in Language Studies, 4(5), 1045–1050. https://doi.org/10.4304/tpls.4.5.1045-1050 Kim, Y. (2013). Developing morphological awareness in young children. Reading and Writing, 26, 779–804. https://doi.org/10.1007/s11145-012-9395-3 Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press. https://www.researchgate.net/publication/303855814_Comprehension_A_Paradigm_for_Cognition Koshy, V. (2010). Action Research for Improving Practice: A Practical Guide. SAGE Publications Ltd. https://eric.ed.gov/?id=ED486639 Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge. https://cdn.glitch.me/05cf2253-657b-4ca7-a4fe-293daf3e7498%2Fkress%20and%20van%20leeuwen%20-%20reading%20images%20the%20grammar%20of%20visual%20design%202.pdf Lestari, N. A., Ariyanti, A., & Sari, I. R. (2022). Enhancing students’ genre awareness through Reading to Learn strategy. English Review: Journal of English Education, 10(1), 123–130. https://doi.org/10.25134/erjee.v10i1.5147 Lin, L.-C. (2017). The effects of morphological instruction on EFL vocabulary learning. Journal of Language Teaching and Research, 8(5), 887–894. https://doi.org/10.17507/jltr.0805.07 Liu, H., Zhang, X., & Liu, Y. (2023). The contribution of affixation awareness to reading comprehension across age groups. Applied Psycholinguistics, 44(1), 1–20. https://doi.org/10.1017/S0142716422000513 Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861–878. https://doi.org/10.1080/0141192032000137349 Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design (2nd ed.). Routledge. https://www.researchgate.net/publication/306057501_Second_Language_Research_Methodology_and_Design Martin, J. R. (2002). Writing history: Constructing time and value in discourses of the past. In M. Schleppegrell & C. Colombi (Eds.), Developing advanced literacy in first and second languages (pp. 87–118). Lawrence Erlbaum Associates. http://www.isfla.org/Systemics/Print/MartinPapers/BC-2002-Writing%20history%20constructing%20time%20an%20value%20in%20dicour.PDF Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications. https://www.metodos.work/wp-content/uploads/2024/01/Qualitative-Data-Analysis.pdf Milesi, C., & López Franco, E. (2020). The Action Research Cycle and stages. Retrieved from https://www.researchgate.net/figure/The-Action-Research-Cycle-and-stages_fig1_348443775 Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 581–595). Routledge. https://moodle.ph-ooe.at/pluginfile.php/144864/mod_resource/content/1/Hinkel_2011_Handbook_of_Research_in_SLA_2.pdf Rodriguez, A. (2017). Reading Comprehension Course Through a Genre Oriented Approach at a School in Colombia. https://howjournalcolombia.org/index.php/how/article/view/331 Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox. https://www.equinoxpub.com/home/view-chapter/?id=20128&utm_ Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Education. https://www.videnomlaesning.dk/media/2526/reading-for-understanding.pdf Tracey, D. H., & Morrow, L. M. (2017). Lenses on reading: An introduction to theories and models (3rd ed.). Guilford Press. https://eric.ed.gov/?id=ED532833 Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York, NY: The Guilford Press. https://www.researchgate.net/publication/234667214_Teaching_Reading_Comprehension_to_Students_with_Learning_Difficulties_What_Works_for_Special-Needs_Learners Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher-order reading abilities among college-level second language learners. Sustainability, 12(4), 1465. https://doi.org/10.3390/su12041465 |
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Martínez Díaz, Luis AlfredoPaternina Barba Paula AndreaVergara Urrea ValentinaBohorquez Rodríguez, Deimer DavidGarcía Montes, Paula Andrea2025-07-18T13:14:53Z2025-07-18T13:14:53Z2025-07-18https://repositorio.unicordoba.edu.co/handle/ucordoba/9381Universidad de Córdobahttps://repositorio.unicordoba.edu.coReading is an important receptive skill in learning a new language, as comprehension involves extracting and constructing meaning. This process allows readers to form mental representations by visualizing words and understanding meaning in context. While some studies have examined affixation instruction and the Reading to Learn (R2L) approach separately, little research has explored how teaching affixation within the R2L cycle might enhance affixation awareness and reading comprehension. This study aimed to determine whether teaching affixation through R2L improves 10th graders’ reading comprehension and to describe their development of affixation awareness. Data sources included video-recorded lessons, and some students stimulated recalls sessions. Findings showed that affixation instruction within the R2L framework increased students’ affixation awareness, which in turn improved comprehension—particularly within factorial and consequential explanation genres. Students applied knowledge of prefixes and suffixes to decode vocabulary, identify grammatical roles, and understand text structure in support of achieving communicative purposes. This study contributes to the field of language education by demonstrating how integrating affixation instruction into the R2L cycle can strengthen students’ reading comprehension. It offers practical insights for L2 educators seeking effective strategies to teach word formation and genre-based reading in public school settings.La lectura es una habilidad receptiva importante en el aprendizaje de un nuevo idioma, ya que la comprensión implica extraer y construir significado. Este proceso permite a los lectores formar representaciones mentales visualizando palabras y comprendiendo el significado en contexto. Si bien algunos estudios han examinado la instrucción de la afijación y el enfoque Leer para Aprender (R2L) por separado, pocas investigaciones han explorado cómo la enseñanza de la afijación dentro del ciclo R2L podría mejorar la conciencia de la afijación y la comprensión lectora. Este estudio tuvo como objetivo determinar si la enseñanza de la afijación a través del ciclo R2L mejora la comprensión lectora de estudiantes de décimo grado y describir el desarrollo de la conciencia de la afijación. Las fuentes de datos incluyeron lecciones grabadas en video y algunos estudiantes participaron en sesiones de evocación estimulada. Los hallazgos mostraron que la instrucción de la afijación dentro del marco R2L aumentó la conciencia de la afijación de los estudiantes, lo que a su vez mejoró la comprensión, particularmente en los géneros de explicación factorial y consecuencial. Los estudiantes aplicaron sus conocimientos sobre prefijos y sufijos para decodificar vocabulario, identificar roles gramaticales y comprender la estructura textual para lograr objetivos comunicativos. Este estudio contribuye al campo de la educación lingüística al demostrar cómo la integración de la instrucción sobre afijación en el ciclo de lectura a lectura puede fortalecer la comprensión lectora de los estudiantes. Ofrece perspectivas prácticas para educadores de segundas lenguas que buscan estrategias efectivas para enseñar la formación de palabras y la lectura basada en géneros en escuelas públicas.IntroductionTheoretical FrameworkConceptual FrameworkReading ComprehensionSystemic Functional LinguisticsGenre-Based PedagogyReading to Learn (R2L)Affixation in Reading to Learn for Reading ComprehensionAffixationAffixation AwarenessLiterature ReviewReading Comprehension and Reading to Learn (R2L)Students' Affixation AwarenessMethodsType of MethodsContext and ParticipantsData CollectionsData Collection ProceduresStimulated RecallObservationIntervention PlanData AnalysisEthical IssuesFindingsAffixation Awareness for Students' Reading ComprehensionAffixation in Word MeaningAffixes to Identify Grammatical CategoriesReading Comprehension through R2LStudents' Awareness of the Texts GenresStudents' Perception of Their Reading Skills DevelopmentDiscussionConclusionsReferencesAppendixPregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMonteria, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en Ingléshttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Teaching affixation through reading to learn to improve student’s reading comprehensionTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAcevedo, M. C. (2020). Bringing language to consciousness: Teacher professional learning in genre-based reading pedagogy [Doctoral dissertation, The Open University]. Open Research Online. https://doi.org/10.21954/ou.ro.00011316Al-Mekhlafi, A. M. (2015). The relationship between linguistic intelligence and morphological awareness of Yemeni EFL students. International Journal of English Language and Linguistics Research, 3(2), 44–59. https://www.academia.edu/10988473/The_Relationship_between_Affixation_Awareness_and_Linguistic_Intelligence_among_Yemeni_EFL_Learners?from_sitemaps=true&version=2Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139–160https://uis.brage.unit.no/uis-xmlui/handle/11250/3055104Becerra, L., Duarte, L., & Hernández, L. (2019). Enhancing reading comprehension through the Reading to Learn approach in Colombian EFL students. Colombian Applied Linguistics Journal, 21(2), 180–194. https://doi.org/10.14483/22487085.14207Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaCain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431443.https://www.researchgate.net/publication/51504947_Matthew_Effects_in_Young_Readers_Reading_Comprehension_and_Reading_Experience_Aid_Vocabulary_DevelopmentCarlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological Aspects of Language Processing (pp. 189–209). Lawrence Erlbaum Associateshttps://www.researchgate.net/publication/226292574_Awareness_of_the_structure_and_meaning_of_morphologically_complex_words_Impact_on_reading_Reading_and_Writing_An_Interdisciplinary_Journal_12_169-190Cholo, D. N. (2013). The effect of teaching affixes on vocabulary development of secondary school students in Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 4(2), 265–272.Clarke, V., & Braun, V. (2021). Thematic analysis: A practical guide. Sage Publications. https://www.researchgate.net/publication/382853995_Thematic_Analysis_A_Practical_GuideDerewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press. https://pdfcoffee.com/dereweanka-amp-jones-2016-teaching-language-in-context-compressed-pdf-free.html?utm_Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). International Reading Association. https://faculty.washington.edu/smithant/DukeandPearson.pdfGebhard, M. (2019). Teaching and researching ELLs' disciplinary literacies: Systemic functional linguistics in action. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315108391/teaching-researching-ells-disciplinary-literacies-meg-gebhard?utm_Ghazanfari, M., Nemati, A., & Behjat, F. (2013). The effects of affixation awareness on Iranian EFL learners’ vocabulary development. Journal of Language Teaching and Research, 4(5), 1085–1094. https://doi.org/10.4304/jltr.4.5.1085-1094Gorman, G. E., Clayton, P. R., Shep, S. J., & Clayton, A. (2005). Qualitative research for the information professional: A practical handbook. 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