<?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>S1409-47032018000200032</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i2.33028</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Graphic organizers as a teaching strategy for improved comprehension of argumentative texts in English]]></article-title>
<article-title xml:lang="es"><![CDATA[Organizadores gráficos como estrategia didáctica para la comprensión de lectura de textos argumentativos en inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Vásquez]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuñiga Coudin]]></surname>
<given-names><![CDATA[Randolph]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>32</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000200032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000200032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000200032&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The University of Costa Rica seeks to prepare students for understanding academic texts in English by requiring reading comprehension courses in numerous degree programs. In this context, this paper aimed to assess the effectiveness of graphic organizers as a strategy to promote reading comprehension by focusing on the identification of rhetorical functions in argumentative texts. The paper followed an explanatory-sequential design within a mixed-methods approach with a group of 20 students at the Western Branch of UCR. To apply the strategy, three argumentative texts and their corresponding graphic organizers were used. The data consisted of performance scores and of answers to questionnaires. After the cycle of applications, the results showed a gradual improvement in the identification of rhetorical functions, particularly of arguments and counterarguments. Support for the author&#8217;s arguments, rebuttals to counterarguments, and the author&#8217;s overall claim were slightly more difficult to identify. The participants found graphic organizers helpful to better understand the parts of an argument in a text and its overall organization. At the same time, they found that the lack of explicit discourse markers and of familiarity with the content made understanding the connections between rhetorical functions difficult in spite of the help provided by the organizers. The study concluded that repeated implementation of graphic organizers has a positive impact on reading comprehension by helping students to read more strategically. However, accompanying strategies such as summarizing and discriminating main ideas from supporting details are necessary to complement the work with graphic organizers and improve their effectiveness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Universidad de Costa Rica busca preparar a sus estudiantes, mediante cursos de comprensión de lectura en sus programas de estudio, para enfrentarse a textos académicos en inglés. . En este contexto, se pretendió evaluar la efectividad de los organizadores gráficos como estrategia para promover la comprensión de lectura, enfocándose en la identificación de funciones retóricas en textos argumentativos. La investigación siguió un diseño explicativo secuencial dentro del paradigma de método mixto con un grupo de 20 estudiantes en la Sede de Occidente. Para la aplicación, se utilizaron tres textos argumentativos y sus organizadores gráficos. Los datos consistieron en resultados del desempeño de los estudiantes y repuestas a un cuestionario. Tras las aplicaciones, los resultados mostraron una mejoría gradual en la identificación de funciones retóricas, particularmente de argumentos y contraargumentos. La evidencia para los argumentos, las refutaciones a los contraargumentos y la tesis del autor fueron relativamente más difíciles de encontrar. Las personas participantes afirmaron que esta estrategia les permitió entender mejor las partes de un argumento y la organización global del texto. Asimismo, indicaron que la falta de conectores explícitos y de conocimiento del tema dificultó comprender las relaciones entre las funciones retóricas en el texto. El estudio concluyó que la implementación repetida de la estrategia presentó un impacto positivo en la comprensión global del texto, ya que le ayudó al estudiantado a leer más selectivamente. Sin embargo, estrategias paralelas como resumir o discriminar ideas principales de las secundarias son necesarias para mejorar la efectividad de los organizadores gráficos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
<kwd lng="en"><![CDATA[visual representation]]></kwd>
<kwd lng="es"><![CDATA[Inglés]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="es"><![CDATA[representación visual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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