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Systemic functional linguistics and discourse analysis as alternatives when dealing
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reading comprehension and self-directed learning in a collaborative strategic
reading (csr) setting. Íkala, revista de lenguaje y cultura, 20(1), 15-42.
Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015).
Fostering reading comprehension and self-directed learning in a collaborative strategic
reading (csr) setting. Íkala, revista de lenguaje y cultura, 20(1), 15-42.
Parodi, G. Instituto Cervantes. (2010). Saber leer (1ª ed.). Madrid: Instituto Cervantes.
Paul, A., & Miguel, F. (2017). Reading with eyes wide open: reflections on the impact of
multimodal texts on second language reading. Íkala, revista de lenguaje y
cultura, 22(1), 57-69.
Perdigón, A. T. (2016). What’s the role of humanities in academic reading and writing
processes? Martha Nussbaum and François Rastier. Íkala, 21(3), 313-323.
Pineda, J. E. (2016). Identificación de estrategias de aprendizaje de idiomas: un estudio
exploratorio. GIST – Education and Learning Research Journal, (4), 94 - 106.
Recuperado a partir de https://latinjournal.org/index.php/gist/article/view/587
Quintana Aguilera. J. A., Restrepo Castro. D., Romero Martínez. G., y Cárdenas
Messa. G. A. (2019). The effect of Content and Language Integrated Learning on
the development of English reading comprehension skills. Lenguaje, 47(2), 427-
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Yang, Leanrui, y Wilson, Kate (2006). Second language classroom reading: a social
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