<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000100096</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.27204</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Effects of scaffolded intensive reading on students&#8217; reading comprehension performance]]></article-title>
<article-title xml:lang="es"><![CDATA[El impacto de la lectura intensiva en andamiaje sobre la comprensión lectora de los estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sevilla-Morales]]></surname>
<given-names><![CDATA[Henry]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  Escuela de Literatura y Ciencias del Lenguaje]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>96</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000100096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000100096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000100096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis research sought to explore the connection between a small-group intensive reading comprehension project and students&#8217; performance in two sample English national exit exams (ENEEs) developed by the Ministry of Public Education, Costa Rica. The data were gathered from an intervention plan that combined the theoretical principles of schema theory, scaffolded reading comprehension, and intensive reading. The study adopts an action-research approach and uses a mixed design that combines quantitative and qualitative data in the analysis and interpretation of results. Participants included twelve students from a public high school in the Western Area of Costa Rica who needed special preparation for the ENEE, which narrows the research scope down to this population only. The data collection techniques included two sample ENEEs, field notes, and research artifacts. Findings reveal positive effects of scaffolded reading comprehension on student ENEE performance, but also they warn that generalizations to larger populations are not possible. The study yields implications at theoretical and practical levels, and it calls for further investigation as a way to tackle the limitations identified.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl presente artículo buscó estudiar la relación entre un proyecto de lectura intensiva en inglés a menor escala y el desempeño de los estudiantes al resolver dos exámenes correspondientes a las pruebas estandarizadas de bachillerato del Ministerio de Educación Pública, Costa Rica. Se recabaron datos a partir de un plan de intervención que conjugó los postulados teóricos de la teoría del esquema, la lectura en andamiaje y la lectura intensiva. Se hace un abordaje de investigación-acción mediante un diseño mixto que utiliza fuentes cuantitativas y cualitativas en el análisis e interpretación de los datos. Los sujetos fueron doce estudiantes de un colegio público de la Dirección Regional de Educación de Occidente de Costa Rica, quienes requerían preparación adicional para dichas pruebas. Esto delimita los alcances del estudio a esta población únicamente. Las técnicas de recolección de datos incluyen dos exámenes de bachillerato, notas de campo e instrumentos de investigación. Se concluye que la lectura en andamiaje tiene un impacto positivo en la comprensión lectora de los estudiantes en exámenes de bachillerato, pero también se advierte que los resultados no pueden ser generalizados a otras poblaciones. De igual forma, la investigación plantea implicaciones a nivel de teoría y práctica, y sugiere futuros estudios sobre el tema a fin de abordar las limitaciones referidas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[scaffolded reading]]></kwd>
<kwd lng="en"><![CDATA[intensive reading]]></kwd>
<kwd lng="en"><![CDATA[English national exam]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[lectura en andamiaje]]></kwd>
<kwd lng="es"><![CDATA[lectura intensiva]]></kwd>
<kwd lng="es"><![CDATA[prueba nacional de inglés]]></kwd>
</kwd-group>
</article-meta>
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