<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000300105</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de la instrucción de estrategias de lectura, mediadas por TIC, en la comprensión lectora del inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[The impact of information and communication technologies on the teaching of English reading comprehension strategies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Olvera]]></surname>
<given-names><![CDATA[Waltraud]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel Gámez]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Dirección General de Educación Tecnológica Industrial  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana Facultad de Administración Región Veracruz ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>157</numero>
<fpage>105</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000300105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio reporta la exposición de un grupo de alumnos de bachillerato tecnológico a la instrucción de estrategias lectoras para textos en inglés, mediada por recursos multimedia, en contraste con un grupo que usó material impreso, ambos en condiciones de aula y con la misma docente, a fin de determinar el grado de mejora de la comprensión lectora en inglés. Se utilizó un enfoque cuantitativo con diseño cuasi-experimental de pre-prueba y post-prueba con grupo control y experimental emparejados, así como pruebas estandarizadas para la evaluación de la comprensión de textos; adicionalmente se midió como variable interviniente el nivel de lectura comprensiva en español. Los resultados muestran mayores ganancias en el grupo experimental, asociadas a la frecuencia de uso de los recursos multimedia. Adicionalmente, se aportan datos sobre la relación entre la comprensión lectora en inglés y en español.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports on the exposure of a group of high-school students on vocational technological study programs to reading strategies for texts in English, mediated by multimedia resources, in contrast to a group using printed materials, both in classroom contexts and with the same teacher, in order to determine the level of improvement in English reading comprehension. A quantitative approach was used with a quasi-experimental design of pre- and post-testing with a paired experimental and control group, as well as standardized tests to assess text comprehension; the level of Spanish reading comprehension was also measured as an intervening variable. The results show greater improvements in the experimental group, linked to the frequency of use of multimedia resources. The results also provide data on the relation between reading comprehension in Spanish and in English.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[Instrucción por computadora]]></kwd>
<kwd lng="es"><![CDATA[Educación y tecnología]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[Computer-Assisted]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education and Technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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