This was my undergraduate tesis abut the effects of using key vocabulary and questions

1. KEY VOCABULARY AND QUESTIONS Gemán Iván Zárate Lara

3. RESEARCH QUESTION What are the effects of introducing key vocabulary before reading and asking questions related to the text on tenth and eleventh graders in an adult educational environment?

4. METHODS OF DATA COLLECTION Research questions Source 1 Source 2 Source 3 What are the effects of introducing key vocabulary and asking questions on tenth and eleventh graders? Fieldnotes Sample of students work Informal talks

9. Key vocabulary and glossaries helped students to comprehend texts. INFORMAL TALKS “ ¿Fue más fácil trabajar este mismo texto explicando algunas palabras claves… ? ¿Por qué?” (Was it easier to work this same text explaining some key words…? Why? One of them said: A student answered: “La primera vez que leí el texto me fue difícil porque había muchas palabras que no conocía y no sabía cómo distinguir la idea principal, mientras que las palabras me dieron idea de que se trataba el texto…”. (The first time I read the text it was difficult for me because there were many words that I did not know and I did not know how to find the main idea, but the words gave me a clue of what the text was about…).

17. CONCLUSION (Key vocabulary) THEORETICAL FRAMEWORK Marzano (2004) LITERATURE REVIEW Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively and White (2008) and Marzano (2005) MY STUDY Key vocabulary and glossaries helped students to comprehend texts.

18. CONCLUSION (Questions) THEORETICAL FRAMEWORK Bloom, Engelhart, Furst, Hill and Krathworl (1956) LITERATURE REVIEW (Morgan, Moni and Jobling, 2009). Renaud and Murray (2007) MY STUDY Students paraphrased lines from the text when they answered factual questions. Students gave their opinions and they were interested to justify their answers based on what they found in the text when they answered open questions.