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.2012 - Volumen 5, Número 3
 
     

Resource alignment: Improving Teacher Performance and Reading Comprehension through an Intervention based on Educational Material Usage

 
Mariana Eguren, Natalia González Carrasco y Carolina de Belaunde
.Abstract
 

The paper discusses the experience of the program Leer es estar adelante in improving reading comprehension among Peruvian public school students. The intervention has had ​​significant impacts in students’ learning using an approach that emphasizes alignment and focuses on the use of educational materials in the classroom. The paper presents a literature review on the role of instructional materials in teaching and learning, with emphasis on their usage. It analyzes also the assumptions behind the program and its components, as well as the results obtained through the learning assessment system used. Evidence from the program shows that improving reading comprehension is possible with an intervention that emphasizes alignment, and places the use of a quality educational material as the focal point of the teacher’s work in the classroom. Alignment must be considered both at the level of the educational material itself as well as at the level of the program components. Finally, it is fundamental to build from research when designing and implementing interventions in education.

 

 
.Key words
 

Textbooks, reading comprehension, instructional improvement, alignment, teacher improvement.

 
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.Reference
 

Eguren, M., González Carrasco, N. y de Belaunde, C. (2012). Articulando Recursos: Mejorando el Desempeño Docente y la Comprensión Lectora a través de una Intervención centrada en el uso de Materiales Educativos. Revista Iberoamericana de Evaluación Educativa, 5 (3), pp. 64-80
http://www.rinace.net/riee/numeros/vol5-num3/art04.pdf. Consultado el (Fecha).

 
 

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