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ENGLISH I
III – SEMIPRESENCIAL
CYCLE
TRUJILLO – PERU
2018
INDEX
SUMMARY………………………………………………………………………………..…II
ABSTRACT………………………………………………………………………………... III
INTRODUCTION………………………………………………………………………….. IV
This research was oriented under a qualitative approach, described and interpreted
phenomenon under study. Techniques and instruments such as observation, interview,
and a test aimed at students were used.
The information collected was sorted by instrument and triangulation was made from
each report, in this way the results were achieved. Among the main findings we can
mention that: the teacher applies strategies of reading comprehension such as: silent
reading, oral reading, exploration through images, comprehension questions, inference of
unknown words, among others. Second grade students have reached the literal level and
the inferential level of reading comprehension. The results of the application of reading
strategies were verified in the abilities and levels of comprehension that second graders
have, most have reached the literal level and the inferential level, but only the minority
reaches the critical level of reading.
Some advantages of their strategies are that the majority of students participate with
will in the activities, they like to read orally, fluency to answer the literal questions The
disadvantages that were evidenced were: indiscipline that is given more often in the
students who sit behind, Lack of intonation distraction, and a lot of intervention by the
teacher at the moment that the students are responding. Based on the results, some
recommendations were elaborated and a training plan for the teaching staff of the Libertad
Educational Center, which lasts two sessions, was designed with the objective of
promoting the use of methodological strategies for the adequate development of
comprehension Reader in students.
INTRODUCTION
2. OBJECTIVES
A. GENERAL OBJECTIVE
B. SPECIFIC OBJECTIVES
I. READING STRATEGIES
1.1. Definitio
Prof. Daniel Gómez (2013) Reading Strategies, as the name says, are several
activities that we do as we read and help us understand what we have read in order
to obtain the information we seek, interpret the texts and enjoy reading. Then, who
applies reading strategies is who reads for himself, but we must show students the
strategies used by an experienced reader or writer, to locate timely information in
any text and make inferences and inferences that allow a better understanding of
what I read
There are many reading strategies, but we will focus on the Basic Reading
Strategies (presented more clearly in the primary school 1993 Spanish study
programs), explaining how to apply them when reading for, and with children, to
take over them. and when they have to read, use them naturally.
These are procedures (sets of steps, operations or skills) that an apprentice uses
in a conscientious, controlled and intentional way as flexible instruments to learn
significantly and solve problems.
The Exercise: Consists of the repeated use of the strategies learned between
various situations or tasks
Modeling: Its purpose is for the student to try to copy or imitate its use.
The metacognitive analysis and discussion: Through this technique, students
are expected to explore their own thoughts and cognitive processes when
performing a learning task.
The meta-cognitive self-questioning: It consists in helping the students to
know and reflect on the strategies used.
Three phases can be clearly identified:
First, the teacher proposes the interrogation model that he uses and exposes
several examples to the students.
Second, after each student applies the scheme and begins to explain.
Finally, we try to encourage the student to internalize the scheme and use
it independently.
a. Sampling
It is when we take parts of the information we have (words, images or ideas)
that work to achieve understanding of the other parts. This strategy is closely
related to prediction and inference, but is not limited to them.
The best samples we can take are the title and the subtitles. They can tell us, to
a large extent, if the information we seek will be in that paragraph or text. In case
of not having understood the information, it is these samples that will allow us to
"focus" on the subject.
Some ways to promote the acquisition of this strategy are:
Tell them the title of the book to read and encourage children to invent a story
from it.
Read a text and ask for a title.
Read phrases or texts that only contain nouns and verbs and let them
complement, with words of their choice, without losing their meaning.
When a word unknown to them appears, ask them to try to define it
considering the rest that is written around that word.
Skip parts of the text and ask questions to fill in the missing information.
Read news and rescue the main data.
b. Prediction
It is simply to suppose and say what will happen next, for this, in reading we
rely on the previous knowledge we have of the world. This strategy allows us to
"know" the end of a story, the logic of an explanation, the continuation of a letter,
etc., before knowing them.
When we read we predict naturally for three reasons: because we are always
more interested in what will happen than in what is happening, because there are
several ways of interpreting the information we are receiving, and because
predicting allows us to choose one of several possible options.
When we read for children we should:
Ask them questions to find out what prior knowledge they have about the
subject.
Ask them about experiences related to what is being read to them.
Ask them questions of what they think will happen and ask them to justify
it.
Ask them to describe the characters or places (without having seen
images).
Pause before finishing the sentence we are reading so they can finish it.
Show them sequences of images and ask them to order them and explain
their sequence.
Give them unrelated images and ask them to make a story with them.
c. Anticipation
This strategy is closely related to the prediction, but without the need for
justification. Although the reader does not propose it, while reading it is making
anticipations, it may be by waiting for the phrase to end with a word, by giving a
meaning to the subject.
The anticipations of the children will be more precise as more information they
have on the concepts related to the topics, the vocabulary and the structure of the
type of text that they read.
In addition to the suggestions that serve to favor the Prediction, you can also:
Pause each time a transitive verb appears in the reading (carry, load, get)
and ask them to finish it.
Teach them the following image and suggest that they continue with the
story.
Ask them what they think will happen next.
Predictions and anticipations made by a reader are generally accurate and coincide
with what actually appears in the text. That is, the reader confirms them when reading.
However, there are times when predictions or anticipations are incorrect. This is
where confirmation and self-correction intervene.
The suggestions to favor this strategy in the children we read are:
Ask them to make predictions and anticipations and then confirm them in the
reading.
Ask them what differences there are between what they thought would happen
and what happened.
e. Inference
It is the fact of supposing the causes of what has been said or read, based on
previous knowledge of the world. It also implies linking or relating the ideas that
exist between the paragraphs of the text and even between texts. Another way of
inferring is to give adequate sense to words and phrases that have more than one
meaning or unknown words.
To infer is to be able to interpret what is written.
When reading for children it is convenient that we stop reading to ask them to
explain:
The reasons for the events.
The causes of what the characters feel.
The reasoning behind what the characters decide.
F. Monitoring
It consists of evaluating the comprehension that is achieved during reading, which
leads to stop and re-read or continue to find the relationships of ideas necessary for
the creation of meanings.
To favor the use of this strategy you can carry out activities, during and after
reading, that allow us to determine:
The attention that has been paid to reading.
The ideas that were formulated from the text.
The understanding of the sequence of events.
The memory of the details.
IV. THE CHALLENGE OF READING
B. Reading at school
Essential civic challenge to teach reading. According to data extracted from El País
(11/5/90), 4.18% of the Spanish population was illiterate. As for "functional illiteracy"
("they know" how to read, but they can not use reading and their social relationships
autonomously), the problem affected, on the same date, more than 10 million people,
the majority among 18 and 35 years old
All this, according to the author, allows "to question some of the educational
practices that are carried out in our society in relation to literacy." (28)
Solé points out that the topic does not present the adequate assessment that would
be required by the teachers' teams. To speak only of methods is to start the house by
the roof. In addition, the teaching of reading is assimilated to that of the code and
everything that goes beyond decoding skills is restricted.
I. READING COMPREHENSION
1.1. Definition:
Reflections on reading originated almost 100 years ago with the study The
Psychology and Pedagogy of Reading, Huey, in 1908 (Thorne, 1991). From then until
now, the study of reading has gone through an evolution that began defining it as
independent processes, up to the present in which it is conceived as an interactive
process. Subsequently, and from the second half of the twentieth century, the reading
models emerged (Samuels and Kamil, 1984), all of them based on the processing of
information.
According to Carrasco (2003), understanding can also be taught and one way to
cultivate understanding is to teach and develop reading strategies. Some of the
definitions of strategies identified in the literature review on the subject are:
Clark (1977) Reading comprehension is a set of psychological processes that
consist of a series of mental operations that process linguistic information from its
reception until a decision is made.
Reading comprehension is the ability to understand what is read, both in reference
to the meaning of the words that form a text and with respect to global comprehension
in a writing.
Reading is a process of interaction between thought and language; the reader needs
to recognize the letters, the words, the sentences. However, when reading is not always
able to understand the message contained in the text; it is even possible that it is
understood in the wrong way.
Cuetos (1996), takes the reading models to refer to the reading processes as mental
operations or separable modules, relatively autonomous and that fulfill a specific
function. These processes or modules are:
• Perceptual processes: responsible for collecting and analyzing a message and then
processing it.
• Lexicon processing: responsible for finding the concept associated with the
perceived linguistic unit. Reading comprehension and attitudes towards reading.
• Syntactic processing: refers to the knowledge of the grammatical rules of the
language, which allow knowing how the words are related.
• Semantic processing: the reader extracts the message of the sentence to integrate
it with their knowledge.
Only after this can you say that you have finished with the comprehension
process, since it is in this processing that words, phrases or text are given meaning,
integrating the information of this with the previous knowledge of the reader.
As you can see, different mental operations occur in the reading process. First,
you must activate and select a lexical meaning, then assign grammatical roles to
the words, integrate
they will have a higher level of vocabulary and reading comprehension.
Likewise, they will be more exposed to different uses of the language and at home
they will value academic success and school activities.
All this will give them more experience, making their academic results
satisfactory. On this point, Thorndike (Morles, 1999) points out that there are two
factors that correlate highly with reading comprehension: reading resources
existing in the home (number of books, possession of a dictionary and subscription
to a journal) and socioeconomic status of the family. From this point of view, it
could be affirmed that the fact that children have economic resources (that allow
access to more reading sources), as cultural (that encourage and motivate the act
of reading) will positively influence their performance in understanding reader
Reading comprehension and attitudes towards reading.
Cultural factors lead students to be more willing to favor reading, since they
will have models of imitation of behaviors and reading strategies, their language
and reading will be stimulated; which will trigger a greater interest and a positive
attitude towards it (Alliende and Condemarín, 1990, Wigfield and Asher, 1984,
among others).
a) Contextual variables: in this group of variables are the texts that are used,
the school context, the family environment and the sociocultural
environment.
Textbooks are the most common means by which children have
access to reading, and in general to education. It must take into
account its structure or internal organization and the new terms that
are presented in them. In addition, according to Wigfield and Asher
(1984), the topics must be interesting and novel for the students,
since in this way they capture and maintain their attention. Also,
the MED (2005), suggests teaching students to read and practice
reading using texts of various genres: news, newspaper articles,
posters, tables, tables, etc., since they require the use of different
skills and strategies. For this reason, it is that Thorne and Pinzás
(1988) and Thorne (1991) affirm that reading comprehension and
attitudes towards reading 7 presence or absence of adequate
reading materials exert a direct influence on reading performance.
Two aspects stand out in the school context: relationships with the
teacher and relationships between peers or peers. Wigfield and
Asher (1984) affirm that in relation to the relations with the
teacher, one must focus on the expectations of the teacher and his
influence on the motivational processes of his students. On the one
hand, the teacher's expectations will depend on the student's
performance; that is, if the student shows a good performance, the
expectations of the teachers will be higher than if the performance
is low. On the other hand, in terms of motivation, if students see
their teachers concerned about their learning, they feel encouraged
to continue learning and, therefore, will be more motivated to
achieve the realization of their goals, in this case to understand the
reading . Wigfield and Asher affirm, also, that many times students'
performance will depend on the value that their group of peers
impose on their learning because, with the desire to belong to a
group, the student will share the values and goals of this one. , thus
they negatively influence their school performance.
All this will give them more experience, making their academic results
satisfactory. On this point, Thorndike (Morles, 1999) points out that there
are two factors that correlate highly with reading comprehension: reading
resources existing in the home (number of books, possession of a
dictionary and subscription to a journal) and socioeconomic status of the
family. From this point of view, it could be affirmed that the fact that
children have economic resources (that allow access to more reading
sources), as cultural (that encourage and motivate the act of reading) will
positively influence their performance in understanding reader Reading
comprehension and attitudes towards reading.
Cultural factors lead students to be more willing to favor reading, since
they will have models of imitation of behaviors and reading strategies,
their language and reading will be stimulated; which will trigger a greater
interest and a positive attitude towards it (Alliende and Condemarín, 1990,
Wigfield and Asher, 1984, among others).
c) Variables of activity: referred to the type of text, to the different goals that
the reader is drawn and the adequacy between goals and resources.
It is essential that the teacher orient their students at every moment of reading,
whether in before, during and after reading. And it is also important that you
know what strategies to use for each moment.
It is necessary for teachers to become aware and self-critical about how to use
reading strategies in order to facilitate the teaching process and learning to be
lasting and meaningful.
The planning of the phases of the reading, enriched each one of them with the
respective strategies, will make the student develop his critical thinking and
logical reasoning.
BIBLIOGRAPHIC REFERENCES