UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS...

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA.

TOPIC:

INTENSIVE READING IN THE DEVELOPMENT OF READING SKILL.

PROPOSAL:

DESIGN OF A TEACHER´S DIDATIC MANUAL WITH A SYSTEM OF

ACTIVITIES OF INTENSIVE READING.

EDUCATIVE PROJECT

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF LICENCIADA EN CIENCIAS DE LA EDUCACIÓN,

MAJOR IN: LENGUA Y LINGÜÍSTICA INGLESA.

RESEARCHER:

GRANDA PROAÑO ANDREA ROXANA

MORAN RONQUILLO FABIOLA BENEDICTA

TUTOR:

PHD. LORNA CRUZ RIZZO

ii



SISTEMA DE EDUCACIÓN SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

MSC. SILVIA MOY-SANG CASTRO MSC. JOSÉ ZAMBRANO GARCÍA

DECANA SUBDECANO

AB. JACINTO CALDERÓN VALLEJO, MSC LIC. ALFONSO SÁNCHEZ ÁVILA,

MSCDIRECTOR SUB-DIRECTOR

AB. SEBASTIÁN CADENA ALVARADO

SECRETARIO

iii

MSc.

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.-

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de

la Educación me designaron consultor Académico de Proyectos Educativos

de la Licenciatura en Ciencias de la Educación, Mención:

el día .

Tengo a bien informar lo siguiente:

Que los integrantes Andrea Granda Proaño, con C.C: 0940642705, Fabiola

Moran Ronquillo con C.C: 0916683253 diseñaron el proyecto educativo con el

tema Incidencia de la Lectura Intensiva en la habilidad lectora Propuesta

Diseño de un Manual Didáctico para el profesor con actividades para la

lectura intensiva.

El mismo que han cumplido con las directrices y recomendaciones dadas por

el suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓNdel

proyecto, y pone a vuestra consideración el informe de rigor para los efectos

legales correspondiente.

Atentamente

Phd. Lorna Cruz Rizzo

Consultor Académico

iv

CERTIFICADO DE REVISIÓN DE LA ORTOGRAFÍA

MSc. , CERTIFICO que he revisado la

ortografía del contenido del proyecto de trabajo.

Elaborado por los estudiantesAndrea Granda Proaño y Fabiola Moran

Ronquillo, previo a optar al título de licenciado en ciencias de la educación

mención Lengua y Lingüística Inglesa otorgado por la Universidad de

Guayaquil y la Facultad de Filosofía, Letras y Ciencia de la Educación.

En el Proyecto de trabajo se determinan los siguientes aspectos:

• Se denota pulcritud en la escritura en todas sus partes.

• Acentuación precisa.

• Utilización de los signos de puntuación de manera acertada.

• Evita en todos los ejes temáticos se evita los vicios de dicción.

• Concreción y exactitud en las ideas.

• No incurre en errores en la utilización de las letras.

• Aplica correctamente la sinónima.

• Existe claridad, congruencia y concordancia.

• Se maneja con conocimiento y precisión la morfosintaxis.

• El lenguaje es pedagógico, académico, sencillo y directo, por lo tanto

de fácil comprensión.

Por lo expuesto, y en usos de mis derechos como especialista en

LITERATURA y ESPAÑOL, recomiendo la VALIDEZ ORTOGRÁFICA

de su proyecto previo a la obtención del título de licenciado en

ciencias de la educación mención:Legua y Lingüística Inglesa

v

Guayaquil, de del 2016

MSc.

SILVIA MOY- SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad. -

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: Diseño y ejecutó del

proyecto educativo con el tema:

Incidencia de la Lectura Intensiva en la habilidad lectora. Diseño de un

Manual Didáctico para el profesor con actividades para la lectura intensiva.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Andrea Granda Proaño Fabiola Moran Ronquillo

094064270-5 091668325-3

vi



SISTEMA DE EDUCACIÓN SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

Tema:

Influencia de la lectura intensiva en el desarrollo de la habilidad de lectura de

inglés. Diseño de un Manual didáctico para el profesor con un Sistema de

Actividades de Lectura Intensiva en los alumnos del 1er. Año de Bachillerato

de la Unidad Educativa “Provincia de Azuay”, ZONA 8, Provincia del Guayas,

Cantón Guayaquil, parroquia Febres Cordero, año lectivo 2015 - 2016.

APROBADO

……………………………..

Tribunal No 1

………………………………... ………………………………….

Tribunal No 2 Tribunal No 3

………………………………... ………………………………….

Andrea Granda Proaño Fabiola Moran Ronquillo

094064270-5 091668325-3

vii

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

viii

DEDICATION

This project is dedicated to my children by give me strength and above all

mood and were my biggest motivation to go forward as a person, as mother

and student to meet the goals proposed to the person that always it was by

my side despite storms and help me get to the end of this.

Fabiola Morán Ronquillo

Thanks to these important persons in my life, which always they were ready

to all his help me, now I have to return little everything immense that they

have granted me. With all my fondness thesis is I them dedicate to you: My

Parents: William Granda and Antonieta Proaño; Fathers-in-law: Agustina

Landazuri and Elson Arroyo; My husband Jonathan Arroyo and our small

daughter Samantha Arroyo Granda.

Andrea Granda Proaño

ix

ACKNOWLEDGMENT

To God for allowing me to get to this day and giving me health to achieve my

goals in addition to its infinite goodness and love. Also to the teachers who

guided me with your guided me with his teaching and patience my colleagues

who always gave me support to go ahead and not faint and my kids by the

time sacrificed.

Fabiola Morán Ronquillo

This present work first of all thank God and my parents and relatives because

they gave me their support both morally and financially to pursue and achieve

my objective well done for a better futureand be proud for them. Similarly, I

would like to express my sincere thanks to the Dra. Lorna Cruz Rizzo for

important contribution and active participation in the development of this

thesis. I must emphasize above all a willingness and patience.

Andrea Granda Proaño

x

GENERAL INDEX

CARÁTULA ...................................................................................... I

DIRECTIVOS ................................................................................... II

CERTIFICACIÓN ACEPTACIÓN DEL CONSULTOR ACADÉMICO ........... III

CERTIFICACIÓN DE REVISIÓN DE LA ORTOGRAFÍA .................... IV

DERECHOS INTELECTUALES DEL PROYECTO ............................. V

PROYECTO APROBADO ................................................................... VI

TRIBUNAL EXAMINADOR ............................................................................ VII

DEDICATORIA ............................................................................. VIII

AGRADECIMIENTOS ...................................................................... IX

GENERAL ÍNDEX ........................................................................... X

ÍNDEX OF TABLES AND GRAPHS ............................................................. XIV

ABSTRACT ................................................................................................. XVI

INTRODUCCIÓN ............................................................................................. 1

xi

CHAPTER I: THE PROBLEM

1.1 CONTEXT OF THE INVESTIGATION ....................................................... 3

1.2 PROBLEM OF THE INVESTIGATION ....................................................... 4

1.2.1 CONFLICT SITUATION .......................................................................... 4

1.2.2 SCIENTIFIC FACT .................................................................................. 4

1.3 CAUSES .................................................................................................... 5

1.4 FORMULATION OF THE PROBLEMA ...................................................... 5

1.4.1 VARIABLES ............................................................................................ 5

1.5 GENERAL OBJECTIVE ............................................................................. 5

1.6 SPECIFIC OBJECTIVES ........................................................................... 6

1.7 THE INTERROGATIONS OF THIS INVESTIGATION................................ 6

1.8 JUSTIFICATION ........................................................................................ 7

CHAPTER II: THEORICAL FRAMEWORK

2.1 BACKGROUND OF THE STUDIO ............................................................. 9

2.2 THEORETICAL FRAME .......................................................................... 14

2.2.1DIDACTIC FOUNDATION ..................................................................... 14

2.2.1.1 INTENSIVE READINGS .................................................................... 15

xii

2.2.1.2 IMPORTANCE OF INTENSIVE READING ......................................... 16

2.2.1.3 PRINCIPLES OF INTENSIVE READING

........................................................................................................................18

2.2.1.4 STRATEGIES OF INTENSIVE READING ..........................................19

2.2.1.5 LEARNING SKILLS ........................................................................... 20

2.2.1.6 IMPORTANCE OF READING SKILLS ............................................... 20

2.2.1.7 LEVELS OF READING SKILLS ......................................................... 21

2.2.1.8 COMPETENCES AND SKILLS TO DEVELOP OF READING

COMPREHENSION ....................................................................................... 23

2.2.1.9 TYPES OF READING COMPREHENSION ....................................... 25

2.2.2 LINGUISTIC FOUNDATION ................................................................. 26

2.2.3 PHILOSOPHICAL FOUNDATION ......................................................... 28

2.2.3.1 THE INTERCULTURALITY ................................................................ 30

2.2.3.2 TRANSVERSALLY AND INTEGRAL EDUCATION ........................... 32

2.2.4 PSYCHOLOGICAL FOUNDATIONS .................................................... 32

2.2.4.1 BOTTOM-UP AND TOP-DOWN PROCESSING IN READING .......... 36

SOCIOLOGICAL FOUNDATIONS ................................................................. 36

xiii

2.2.5 PEDAGOGICAL FOUNDATION ........................................................... 38

2.2.6 LEGAL FOUNDATION .......................................................................... 40

CHAPTER III

3.1 METHODOLOGICAL DESIGN ................................................................ 43

3.2 TYPE OF INVESTIGATION ..................................................................... 43

3.3 POPULATION AND SAMPLE .................................................................. 46

3.3.1 POPULATION ....................................................................................... 46

3.3.2 SAMPLE ............................................................................................... 47

MATRIX: OPERATIONALIZATION OF VARIABLES ...................................... 49

3.4 INVESTIGATION METHODS .................................................................. 51

3.5 INVESTIGATION TECHNIQUES AND INSTRUMENTS .......................... 52

3.5.1 TRIANGULATION OF EMPIRICAL TECHNIQUES OF RESEARCH .... 53

3.5.2 OBSERVATION SHEET ....................................................................... 53

3.5.3 SURVEY ............................................................................................... 54

3.5.4 INTERVIEW .......................................................................................... 54

TEACHER INTERVIEW ................................................................................. 55

DISCUSS OF SURVEYS RESULTS.............................................................. 57

xiv

ANALYSIS OF DATA ..................................................................................... 58

ANALYSIS AND INTERPRETATION OF THE SURVEY AND DISCUSS OF

SURVEY RESULTS ...................................................................................... 59

INTERPRETATION OF RESULTS: OBSERVATION SHEET ........................ 74

CONCLUSIONS AND RECOMMENDATIONS .............................................. 81

CHAPTER IV

PROPOSAL TITLE ........................................................................................ 83

JUSTIFICATION ............................................................................................ 83

GENERAL OBJECTIVES .............................................................................. 84

THEORETICAL FOUNDATION ..................................................................... 84

PEDAGOGICAL FOUNDATION .................................................................... 84

DIDACTIC FOUNDATION ............................................................................. 85

PSYCHOLOGICAL FOUNDATION ................................................................ 85

THE FEASIBILITY OF APPLICATION ........................................................... 85

LEGAL FEASIBILITY ..................................................................................... 86

HUMAN FEASIBILITY ................................................................................... 87

POLITICAL FEASIBILITY .............................................................................. 87

xv

DESCRIPTION .............................................................................................. 88

DIDACTIC MANUAL ...................................................................................... 88

CONCLUSIONS ............................................................................................ 89

BIBLIOGRAPHY .................................................................................................

REFERENCES……………………………………………………………………….

ANNEX .......................................................................................................... 99

ANNEX I ...................................................................................................... 100

INSTRUMENTS OF THE RESEARCH:

OBSERVATION SHEET ............................................................................................... 100

INTERVIEW.................................................................................................................. 102

SURVEY ....................................................................................................................... 105

ANNEX II ..................................................................................................... 108

PHOTO EVIDENCE ..................................................................................................... 108

ANNEX III .................................................................................................... 109

PROPOSAL MY READING BOOKLET ........................................................................ 109

INDEX OF TABLES AND GRAPHS

SURVEY INTERPRETATION

TABLE N°1 AND GRAPHY N°1 ..................................................................... 59


xvi








TABLE N°10 AND GRAPHY N°10 ................................................................. 68






INTERPRETATION OF RESULTS: OBSERVATION SHEET

TABLE N° 1 ................................................................................................... 76

TABLE N° 2 ................................................................................................... 77

TABLAS CRUZADAS .................................................................................... 78

xvii

REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY

REGISTRATION FORM OF THESIS

TITLE AND SUBTITLE : Intensive reading in the development of reading skill. Design of a teacher´s didactic manual with a system of activities of intensive reading.

AUTHORS: Andrea Roxana Granda Proaño Fabiola Benedicta Moran Ronquillo

TUTOR: Dra. Lorna Cruz Rizo

REVISORES:

INSTITUTIÓN: University of Guayaquil

FACULTY: Facultad de Filosofía, Letras y Ciencias de la Educación

CAREER: Lenguas y Lingüística

DATE OF PUBLISHING:

NUMBER OF PÁGES:

OBTAINED TITLE: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

THEMATIC AREAS : Lengua Inglesa.

KEY WORDS: Intensive reading, reading skills, methodology.

ABSTRACT: This project was investigated how reading comprehension interrelated to intensive reading. Its main purpose is to analyze how intensive reading influences the critical understanding of short stories of students of English as a foreign language in addition to promoting the use of well-defined concepts that offer subsidies for a specific methodology of teaching before, during and after reading with the aim of developing reading skills. Develop and sustain the reader's analysis, in order to show a possible structure for reading activities in the expectation of forming readers exhaling understanding and comprehension. The development of strategies in the teaching-learning process of intensive reading is one of the highest and most complex potentials must possess humans, this involves developing skills in communication skills beyond being good readers. The methodology used in the research allows us to get to know aspects relating the implementation of methodological strategies and their relationship with reading. The conclusions and recommendations after applying the research instruments, such as the survey, observation and interview tab. Finally, we make the proposal, which is expected to be applied with students and improve the intensive reading students.

NUMBER OF REGISTER (en base de datos):

NUMBER OF CLASSIFICATIÓN:

URL ADDRESS (tesis en la web):

PDF ATTACHED: x YES

NO

CONTACT WITH AUTHORS Andrea Granda Fabiola Moran

TELEPHONE: 0982034879

E-mail: [email protected] [email protected]

CONTACT IN THE INSTITUTION: Name: Secretaría de la Escuela de Lenguas y Lingüística

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

X

mailto:[email protected]

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Incidencia de la Lectura Intensiva en la habilidad lectora Propuesta Diseño de un Manual Didáctico para el profesor con actividades para la lectura intensiva.

AUTOR/ES: Andrea Roxana Granda Proaño Fabiola Benedicta Moran Ronquillo

TUTOR: Dra. C. Lorna Cruz Rizo

REVISORES:

INSTITUCIÓN: Universidad de Guayaquil

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN:

No. DE PÁGS:

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Habilidad Lectora, proceso de Aprendizaje, tratamientos motivacionales.

RESUMEN: En este proyecto se investigó cómo la comprensión lectora se interrelaciona con la lectura intensiva. Su propósito principal es analizar cómo la lectura intensiva influye en la comprensión crítica de cuentos de estudiantes de inglés como lengua extranjera además de promover el uso de conceptos bien definidos que ofrecen subsidios para una metodología específica de enseñanza antes, durante y después de la lectura Con el objetivo de desarrollar habilidades de lectura. Desarrollar y mantener el análisis del lector, con el fin de mostrar una posible estructura para las actividades de lectura en la expectativa de formar lectores exhalando comprensión y comprensión. El desarrollo de estrategias en el proceso de enseñanza-aprendizaje de la lectura intensiva es uno de los potenciales más altos y más complejos que deben poseer los seres humanos, esto implica el desarrollo de habilidades en habilidades de comunicación más allá de ser buenos lectores. La metodología utilizada en la investigación nos permite conocer aspectos relacionados con la implementación de estrategias metodológicas y su relación con la lectura. Las conclusiones y recomendaciones después de aplicar los instrumentos de investigación, tales como la encuesta, la observación y la ficha de entrevista. Por último, hacemos la propuesta, que se espera que se aplique con los alumnos y mejore a los estudiantes de lectura intensiva.

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: x SI

NO

CONTACTO CON AUTOR/ES Andrea Granda Fabiola Moran

Teléfono: 0982034879

E-mail: [email protected] [email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

X

mailto:[email protected]

ABSTRAT

This project was investigated how reading comprehension interrelated to

intensive reading. Its main purpose is to analyze how intensive reading

influences the critical understanding of short stories of students of English as

a foreign language in addition to promoting the use of well-defined concepts

that offer subsidies for a specific methodology of teaching before, during and

after reading with the aim of developing reading skills. Develop and sustain

the reader's analysis, in order to show a possible structure for reading

activities in the expectation of forming readers exhaling understanding and

comprehension.The development of strategies in the teaching-learning

process of intensive reading is one of the highest and most complex

potentials must possess humans, this involves developing skills in

communication skills beyond being good readers. The methodology used in

the research allows us to get to know aspects relating the implementation of

methodological strategies and their relationship with reading. The conclusions

and recommendations after applying the research instruments, such as the

survey, observation and interview tab. Finally, we make the proposal, which is

expected to be applied with students and improve the intensive reading

students.

Keys Words: Intensive reading, reading skills, methodology.

RESUMEN

Este proyecto se investigó cómo la comprensión de lectura se relacionó con la

lectura intensiva. Su objetivo principal es analizar cómo la lectura intensiva influye

en la comprensión crítica de cuentos de estudiantes de inglés como lengua

extranjera, además de promover el uso de conceptos bien definidos que ofrecen

subsidios para una metodología específica de enseñanza antes, durante y después

de la lectura con el objetivo de desarrollar habilidades de lectura. Desarrolle y

sostenga el análisis del lector, para mostrar una posible estructura de actividades de

lectura con la expectativa de formar lectores que exhalen entendimiento y

comprensión. El desarrollo de estrategias en el proceso de enseñanza-aprendizaje

de lectura intensiva es uno de los potenciales más altos y complejos. debe poseer

humanos, esto implica desarrollar habilidades de comunicación más allá de ser

buenos lectores. La metodología utilizada en la investigación nos permite conocer

aspectos relacionados con la implementación de estrategias metodológicas y su

relación con la lectura. Las conclusiones y recomendaciones después de aplicar los

instrumentos de investigación, como la encuesta, la observación y la pestaña de

entrevista. Finalmente, hacemos la propuesta, que se espera se aplique con los

estudiantes y mejore los estudiantes de lectura intensiva.

Palabras claves: Lectura intensiva, habilidades de lectura, metodología.

1

INTRODUCTION

English learning should enable students to acquire knowledge about peace

and democracy to contribute to the Good Living. Reading comprehension

today is a more complex process and studentsare not developing strategies

to face these challenges, this has been nationally reflected by the Ministry of

Education itself.

The difficulty is not far from the students of 1st baccalaureate, parallel A in

the educational unit "Provincia del Azuay" zone 8, 4th district, Province

Guayas, Guayaquil Canton, school year 2015-2016, in which difficulties in

intensive reading and its influence in the development of reading skill, comes

as scientific problem.

As a solution is a teacher’sdidactic manual with a system of activities of

intensive reading is designed through a field study, bibliographic and

statistical research. This paper is structured as follows:

CHAPTER I: context of research, research problem: conflict situation and

scientific fact, causes, formulation of the problem, objectives, research

questions and justification are explained.

CHAPTER II: background, theoretical foundations and relevant terms are

presented.

2

CHAPTER III: study design, types of research, the population and the

sample, operationalization of variables, research methods, techniques and

instruments used, data analysis, interpretation of results, conclusions and

recommendations are exposed.

CHAPTER IV: title of the proposal, aim, and feasibility of its description,

validation of the proposal, the social impact and beneficiaries, bibliography

and annexesare presented.

3

CHAPTER I

THE PROBLEM

1.1 CONTEXT OF THE INVESTIGATION

This educative unit Provincia del Azuay it was created in Guayaquil

in 1975 ubicate in San Martin y Babahoyo street, after then went on to

work shiri cacha school, at the last time the general Rodriguez Lara WITH

ministerial agreement N. 441-B. the founder was the director Lcdo. Jose

Olaya Rendon with eigth teachers, starting the first course and was

gradually moving up, to third grade, in 1982 it was legalized studies in first,

second and third grade of basic education in 1984 with ministerial

agreement. N. 1540 and was created the bachelor studies in Spanish

secretary and accounting.

In 2013 – 2014 the Provincia de Azuay with ministerial agreement 01-

2515 was educational unit absorbing The Shiry Cacha School and Jorge

Fernandez School.

Actually the educational Unit Provincia del Azuay offering Initial,

preparatory, basic elemental, middle and high secondary education, the

educational Unit is located on the street 26 y la K, belong to the district

Portete n.4 zona 8 circuit 6.

4

1.2 PROBLEM OF THE INVESTIGATION

It is important nowadays to recognize that the students do not have

enough interest for reading, for this reason they do not have a good

reading comprehension, it is necessary that the teacher take awareness

of this problem and try to applied differentandappropriatedstrategies,

techniques, and methods to overcome the problem. It is necessary to

develop in the students the critical knowledge that permits them to discern

with foundation about different topics of interest or of their preferences.

1.2.1 Conflict situation

Insufficiency to develop Reading Skill.

1.2.2 Scientific fact

Insufficiency to develop Reading Skill in students of the 1st Year

ofBaccalaureatein The Unit Educative “Provincia del Azuay”, Zone 8,

District 4 of The Province of Guayas, Guayaquil Canton, Parroquia:

Febres Cordero, Academy Year 2015 – 2016.

1.3 CAUSES

• Intensive reading strategies are not properly applied.

• Insufficient didactic resources for reading comprehension.

• Methodological stages for intensive reading are not always

considered.

5

1.4 FORMULATION OF THE PROBLEM

How does intensive reading affect the development of reading skill of

students of 1st Year Baccalaureate in The Educative Unit “Provincia del

Azuay”, Zone 8, 4th District, in the Province of Guayas, Guayaquil Canton,

Parroquia: Febres Cordero, Academic Year 2015-2016?

VARIABLES:

Dependent: Reading skill

Independent: Intensive Reading

OBJECTIVES

General objective:

To determine the incidence of the intensive reading in reading ability

through a bibliographic, statistical and field study to design a teacher’s

didactic manual with a system of activities of Intensive Reading.

Specific Objectives:

• Characterize Intensive Reading through a bibliographic, statistical

and field study.

• To value the basis that sustains the insufficiency in the reading

performance through a bibliographic, statistical and field study.

• Design a teacher’s didactic manual with a system of activities of

Intensive Reading through the most important data collected.

6

The interrogations of this investigation are:

1. What’s the current situation in students from 1st Year Baccalaureate

in the Educative Unit “Provincia del Azuay” in the strengthening of

reading ability?

2. What are theoretical foundations that sustain the incidence of

intensive reading in the reading ability?

3. How to make a proposal that allows perfecting the reading ability

from the influence of the Intensive reading?

7

Justification

This investigation depends on the study of intensive reading because it is

an actual need about every student, teacher, etc. that wish to improve

their reading capacities, not only reading comprehension, so can be

avoided being symbol readers.

In addition, this investigation powers the performance from a

diagnostic visualization to the students from 1st Year Baccalaureate from

The Educative Unit Fiscal “Provincia del Azuay” which shows

Insufficiencies in the reading skill.

It is important to indicate that this project is relevant because is

based within the parameters of National Plan of Good living; to guarantee

the assistance and permanence in scholar age population to the National

System of Public Education. (LOEI)

Art. 3.- The aims of education: the full development of the personality of

the students, that contributes to the Knowledge and exercise their rights,

fulfill their obligations, the development of a culture of peace among

people and non-violence between people and Plurinational, democratic

and social coexistence intercultural solidarity.

a.- The strengthening and enhancement of education to contribute to the

care and preservation of identities as cultural diversity and the

methodological characteristics of teaching, from entry level to the upper

level, low quality criteria;

b. -The development, strengthening and promotion of the languages of the

people and nationalities in Ecuador.

8

This research contributes to science because it provides a teacher’s

didactic manual of activities for intensive reading with a manual with a

system of activities of Intensive Reading. According to the Common

European Framework 4.4.2.2 Chapter 4: Using the language and where

the user or student reading comprehension activities refer to the activities

of reading comprehension user as reader receives and processes the

input information texts written by one or more authors. In the reading

comprehension activities, the user as reader receives and processes as

input written texts produced by one or more authors.

Some examples of the reading activities are the following:

• Read to provide general guidance

• Read for information; for example, use reference material;

• Read to follow instructions;

• Read for pleasure.

For this reason, has as direct beneficiaries to the students and teachers of

the 1st Year Baccalaureate of Educative Unit “Provincia del Azuay” and as

indirect beneficiaries to parents and community.

9

CHAPTER ll

THEORICAL FRAMEWORK

BACKGROUND OF THE STUDIO

Over time, the education has had an evolutionin teaching;according

toRichard Smith’s article of university of Warwick, UK (2014) an overview

of the diachronic growth of English as a foreign language (EFL) in the

teaching methodology over the last 250 years is proposed. Being basedon

methods, it is meant as an alternative type of account to the “method of

methodologies” which has tended to dominate professional thinking for the

last thirty years.

From above understanding, the precept of the English speech has

suffered constants changes, particularly in the twentieth century; this

speech was used in several adaptations in classrooms around the globe

over the last centuries. As will become apparent in this investigative

project, some development of English language teaching in an attempt to

unveil the importance in the selection and application of methods and

techniques for oralcommunication instruction and learning is being uttered

more or less.

Within this framework the classic methods in the western world in

learning foreign languages wereestablished as associated with Latin,

involving and promoting the intellectually of the speakers, also focused

on grammar rules, sentences structures, with memorization of vocabulary

10

and literal translation of texts, however the grammar translation method

remains one of the favorites of teaching English language; unfortunately

their contribution to learning has been limited, since it does not havean

effect to improve the communicative skills of the students.

As a follow up, this bodily process in the last two decades of the

nineteenth century was marked by the commencement of a new teaching

style with the direct method, considered an art to get wind and study the

English language beyond the foundations. The teaching method in this

period is more direct, which consists of learning connected, sentences that

are easy to read.

Moreover, since the eruption of World War II the necessity to

become orally proficient in the speeches of the allies and enemies alike

was born; to this end, in the 1950’s it has published an audio lingual

method, which was based on linguistic and psychological theory with a

scientific analysis of descriptive words. This method was suggested by

behavioral psychologists who had a characteristic of aunit of imitation and

memorization of phrases, teach structural patterns through repetitive

exercises, this method had no grammatical explanation, but the

vocabulary was found out of context, it used tape as visual support,

focused on strengthening pronunciation and immediate solutions.

In an effort to evolve in teaching in the 1970´s it appeared the

designer method with the evolution in Chomskian’s linguistics, which “was

captured by linguistic and language teachers with a deep structure of

11

language that has the emotional and interpersonal nature appears

learning”. (Chomsky, 1970, p. 56) According Gattegno (1972, p. 80)

“students are best concerned to develop activities independently and

autonomously” However, this method was criticized because the teacher

was distant in general terms; the classroom environment wasn’t

conductive to scholarship.

Viewing theseconsiderations, the writers of this study

havesearchedfor registers related to the topic under study, which have

been previously developed in bibliographic investigation among existing

materials at the Faculty of Philosophy, Letters and Educational Sciences.

Among these theses titled “Implementation of reading.

Teaching-learning to develop reading ability”, wastaken in 2013 by

Carmen Baquerizo Matute, thesis that makes references to the kinship

relationship of the variables of this investigation Moreover, in the

Educative Unit “Provincia del Azuay” it wasn’t evidenced an investigation

referring to intensive reading for the development of reading skill.

For the aforesaid grounds, it is through necessary to face up this

theme of investigation topic in relation to the two variables: “Influence of

intensive reading in the development of reading ability of the English

speech”, it was considered as it will be a big contribution to the

educational institution for the progression of the pupils of

thisEducationalUnit.

12

Thus, when referring to the first variable it can be said that through

reading as the medium of teaching – learning process the studentscan

stimulate the senses activating their experience and previous knowledge,

in this way, they can easily access to information to get capacities, skills

and attitudes.

On the other hand, reading as an essential part of reading literacy:

“competition is reader understand, use reflects and commit with written

texts to achieve one’s goals, develop personal knowledge and potential,

and participate in society” (PISA, (2009.p.34). For this reason, PISA

stated that through reading, students can stimulate the senses, activating

prior knowledge and experience, so you can easily access information for

the capacity, skill and attitudes.

In regard to the second variable, it was concerned to as an axis of

the teaching of reading that basically evaluates the comprehension of a

schoolbook.

Referable to the great importance of the two variables in the

teaching-learning process, it was possible to settle the question for this

project of investigation and the influence that it will have in the intensive

reading to see the English terminology, having as target the integration of

learning of learning ability through intensive reading as a teaching

technique With the present investigation, the author propose to render

reading a tool for educational activity, as students will be affirmed in their

13

educational process, so that it effectively achieves mastery of the

necessary skills.

On the other hand, the problem for teachers came forth when they

employ the techniques inadequately in the classroom: in essence, the

monotony in the activity results in difficulties for students learning and

their evolution would be complex. Even the reading as a medium of

teaching will not simply build up the knowledge, habits and skills required

for scholarly people to interact, but also will increase their powers to

practice English in their professional lifetime.

According to Gonzalez S. (2002:125) “Mass media are based on reading,

because they are indispensable to acquire vocabulary, to be capable to

save back in people’s own learning and communication”.

In this way, teachers should effectively meet the mission of

application of the interpretation as an instruction tool and so, being that

students would be made for a more critical analysis and reflexive society;

where they are conditioned by the ceaseless modifications in their

environment, such as: lack of motivation or poor academic

functioning;that is why intensive reading aims to be a support to build new

learningenvironment, such as: lack of motivation or poor academic

performance; that is why intensive reading aims to be a support to build

new learning.

2.2 THEORETICAL FRAME

14

2.2.1 Didactic foundation

Reading is the main skill to develop all competences in the English

language; because reading is the first point of departure to acquire

knowledge through expectations and previous knowledge, according to

Soleé l. (1999) in her book “Reading strategies”:

Reading is the process whereby written language is understood. In

this understanding intervenes the text, its shape and its content,

as the reader his expectations and hispreviousknowledge. So, to

read we need to handle the decoding skills and contribution of

objectives, ideas and previous experiences, also it needs to

involve in the process of prediction that relies on the information

provided in the text and then be interpreted with their own

words.(p.22-23)

Besides, reading in the foundation of reading ability, will be built up

differently in each reader, because each uses different strategies’ and

skills to achievecomprehension. It should be observed that the process of

inclusion must be continuous and steadfast, to increase new information.

Nevertheless, Smith (2010, p.34) said that “Interpretation is the

activity whit the purpose of obtaining information, verifying it and improving

the existing knowledge, that is to say to acquire new words and

meanings”. But Kem (2011, p.57) stated that: “Students will be able to

15

identify words quickly in order of having good pronunciation and fluency to

convey information”. In ending, reading is an accomplishment that

students manage to get word and interpret the information, so that they

can train other skills of the English words.

Consequently, when speaking of education in reading ability, it has

been referenced, that if the student is able to understand, he will have

more fluency and speed. But more teachers don’t get the importance of

fluency or speed, but rather intend to evaluate students to assess their

inclusion.Infactas human beings hold a spoken communication, to make

use of it, they will have to utilize the voice or written sign, the ability comes

with continuous exercise and motivation.

On the other hand Petrovsky A. “General Psychology” (1982)

recognized for ability “To the domain of activity, necessary for conscious

regulation of the activity, knowledge and habits”, this means that it is

considered shaft ability to perform an activity involving the domain of

cognitive forms, practices and value.

2.2.1.1 Intensive Readings

Up to the present, there are several techniques of reading that are

adapting theway to read, according to the objective of the reader, in

general, writer and reader objectives are as opposite as necessary to find

balance in communication.

16

Moreover, among the conventional techniques is intensive reading,

which seeks to maximize the comprehension that is, for understanding

completely the text, analysis he author’s intentions. In other words the

student performs a thoroughdetailed study of the text; he includes

strategies to identify relevant text information.

On the other hand, intensive reading has an objective to capture as

much information as possible and interrelate it appropriately. Thus, this

sort of reading is practiced skills related to reading comprehension.

2.2.1.2 Importance of intensive reading

For the present, intensive reading has been a common practice in English

classes, according to the article “From intensive reading to extensive

reading in the class” by Raul R. (2011) suited byBamford and Day (1997)

defines that:

The texts are oriented towards the fields of linguistic aspects,

grammatical, lexical and pragmatic; towards full comprehension of

the text, after a careful analysis related to the educational activity of

reading portions. In other language, intensive reading allows the

readers to moderate their own erudition. For learning to analyze

words, phrases and sentences to allow greater comprehension.

(p.219)

17

Intensive reading also determines the objective of more detailed

information in the text to again comprehension, for this purpose it can be

stated that it:

Simulates: Reading is good habit for the brain, because with reading is

released of the stress and helps to sleep better. Another important factor

is the motivation, because reading is more attractive and stimulating to the

readers when they are motivated; this will promote an active and

meaningful learning. That it is to say on that point is a tight connection

between learning and comprehension, but it must bring into account the

relevance of the instructor.

Strengthens neural connections: According: Psic. Garcia G. (Coord.

Behavior study Group of the Spanish Society of Neurology, (2012):

Reading is an activity that benefits health, as has been shown to

stimulate brain activity and strengthens neuronal connections”, that

is to say an active brain performs better its functions and increases

the speed to response; the more we read we are forcing the brain to

think, to order ideas, to exercise the memory, thereby improving our

brainpower stimulating neurons. (p.1-2)

Increases cognitive reserve:In recent years, there have been studies

related to reading levels. From neurological point of view, the cognitive

reserve concept has gained importance because there is a good

relationship with cognitive functioning; Garcia R. (conduct Study Group of

18

the Spanish Society of Neurology, 2012) said it has found that greater

cognitive reserve held by the individual, the greater the ability of the brain

to think.

2.2.1.3 Principles of Intensive Reading

Among the underlying principles of intensive reading, Ruiz (2011) has

been experienced:

Vision of set: this is achieved through several learning strategies such as:

➢ Skimming: Points towards the global approximation of the

schoolbook.

➢ Exploitation: It comes from the information gained from the

textbook.

➢ Reading: Since the foremost lines of textual matter.

➢ Observation of illustration: They are icons, titles, captions, and

footnotes page and so on.

All these visions contribute to better organization of data.

Purpose: It is when the reader predetermines the objective he wants to

achieve with reading, focusing their mindsets towards achieving this goal.

Questions: It must conform to the same guild as the text information

shown.

Summary: The organization of the main ideas and the supporting ideas

were pursued, also it intends to go paragraph to not forget any essential

point.

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Evaluation: This is a self-assessment of the information withheld during

intensive reading.

Comprehension: From the above, Romeu A. (1999) stated that are three

basic levels within the comprehension:

• Level 1: Translation and intelligent reading: it allows obtaining

data to decode explicit meanings, intentional and complementary.

• Level 2:Interpretation: It can evaluate product information,

whereby the reader thinks, evaluates and assesses critical

reading.

• Level 3:Extrapolation: The creative reading is applied, discovers

the life exemplified or created.

2.2.1.4 Strategies of Intensive Reading

Learning schemes are all those spontaneous tactics used by the reader

to address and understand the text, as Regalado T. (2009). Says:To

boot, these strategies help improve reading comprehension and these

are:

❖ Anticipation: Analyzing the ideas of Goodman (1996) distinguishes that

anticipation “Is earlier to the reading and involves activation of

Knowledge on a topic relate to the content of the text”.

❖ Paraphrase: The intellectual operation is transferred to the estimations

of the individual whether expressed in writing or orally, in society to

replace the information to a more personalized language and achieve

20

better comprehension. Is considering that the paraphrase is very

important use as a strategy for research study and documentaries.

❖ Inference: The ability to realize a certain facet of the textbook from the

meaning of the text means that is to overcome various gaps that may

come out in the procedure of building understanding.

2.2.1.5 Learning Skills

Concerning reading ability, it has been referenced, the student will be able

to understand, will have more fluency and speed. However, each depends

on its link, that is to say to what extent can affect the other, but some

teachers do not take the importance of fluency or speed, but rather intend

to evaluate students in order to measure their comprehension. In fact, as

human beings have a language, but to make use of it they will have to use

the voice or written texts, the ability comes with continuous practice and

be motivated if we succeed in understanding more effectively.

On the other hand, Petrovsky “General Psychology” (1982-1988),

recognized for ability “to the domain of activity, necessary for conscious

regulation of the activity, knowledge and habits”, this means that it is

considered the shaft’s ability to perform an activity involving the domain of

cognitive forms, practices and value.

2.2.1.6 Importance of Reading Skills

Reading skills is a process that every person carries in itself and permits

them to distinguish the content read recognize the content read analyze

21

each of its parts to highlight the essential and comparing existing

knowledge with newly acquired, because is say that reading skills it is

important.

1. Power observation skills

2. Plump for the growth and improvement of oral communication.

3. Building up the trial capacity.

Bringing this into account, the experience acquired by scanning from an

early age, requires the support of teachers to achieve full mastery, so that

practices must be continuous for optimal growth of the soul. Moreover,

the individual when you get the ability to build and reflect upon the

meaning of what they read in a wide range of texts.

In short, the development of reading skills is given through daily bodily

processes to strengthen the speed, fluency and comprehension of the

lector.

2.2.1.7 Levels of Reading Skills

Reading is a constant practice in all student stages, so it is the means of

acquiring knowledge that enriches vision of reality, thinking and facilitates

increasing the capacity of expression. According to Santiago, Castillo and

Ruiz (2005, p .23)in order to interpret this reading process it has been split

up into the succeeding stages

1. Creator Level: Includes all natural processes linked to the text

appearance.

22

✓ Transforming a dramatic humorous text.

✓ Add a descriptive paragraph, autobiography

✓ Diary of a character.

✓ Change-up character.

✓ Enter a conflict that suddenly changes the ending story.

1. Critical Level: Considered the slowest reading, and you can come

back again over the contents have been treated for better

comprehension, that is making judgments about the text read, accept

or reject but with fundamentals. It has an evaluative sense where

training intervenes reader, his judgment and knowledge.

✓ Reality or fantasy.

✓ Adequacy and validity

✓ Appropriation

✓ Acceptance or rejection.

2. Appreciative Level: Represents the level of comprehension and

communication between author and reader that it involves

comprehension the content also can evaluate the artistic ability of the

author; itmakesaliteraryanalysis, if the text is related to the literature.

This level includes the previous cognitive dimensions:

✓ Emotional response to the content: as the reader must

verbalize in terms of involvement.

✓ Identifying with the characters and incidents

✓ Reactions to the use of the reader.

23

✓ Similes and metaphors: evaluates the artistic power of the

lector.

3. Interferential Level: Considered the highest level of understanding,

where the reader looks beyond the text of the statement by author.

Therefore this level establishes relationships that go beyond the text,

using decoding, inference, inductive and deductive reasoning and

identification of thematic interpretation of the text. In other words, seek

relationships that go beyond what they read, explain the most widely

text by adding information and past experience, relating what they

read in our previous assets, formulating hypotheses and new ideas.

The objective will be the evaluation of results. This level may include

the following:

✓ Infer additional details.

✓ Infer main ideas

✓ Inferring sequences

✓ Infer cause and effect

✓ Predict outcomes based on a reading based unfinished

interpreting figurative language.

2.2.1.8 Competences and Skills to develop of Reading

Comprehension

According to Mendoza A. (2007, p .215, 216) cited by Pearson, Roehler

Dole and Duffy (1992) whoshowed“A series of competences that has the

good reader and who should enforce them”. From the classical but less

24

illustrative, point of view, it was understood that includes at least four basic

aspects: to interpret, retain, organize and evaluate. Each of which calls for

the growth of different sciences and the implementation of specific

strategies:

Interpreting is:

• Form an opinion

• Infer meaning from context

• Remove central ideas and acknowledge the support offered by

secondary ideas to the main idea.

• Deduce conclusions

• Relate data

• Predict some consequences

There must be retained:

• Fundamental concepts

• Data to answer questions

• Isolated details

• Details coordinated

Organize consist of:

• Formulate hypotheses and predictions.

• Establishing consequences.

• Follow instructions

25

• Sequential raising events

• Sketch from quimary model

• Summarize and generalize.

• Find specific information in the reading

To evaluate, it is necessary to:

• Grasp the meaning of what they read

• Built relationships

• Infer cause and effect relationship.

• Separating fact from opinion.

• Distinguish the true from the false.

• Distinguish fact from opinion.

• Separate the real from the imagine.

2.2.1.9 Types of Reading Comprehension

Reading comprehension can be defined of a process in whichthe reader

elaborates through the meaning its interaction with the text, likewise the

comprehension for the reader to gain derived from the reading experience,

the process also produces the meaning by the way of learning of the

relevant ideas of the text and it is related with their own ideas. According

to Cassany (2003) suggested the following types:

26

• Literal comprehension: It is literary to read the textbook; it is

concerned with the difficulty level according the abilities of the

readers, with vocabulary, everyday metaphors, ambiguities

• Inferential Comprehension: This comprehension encompasses

the use of the ideas and explicit data in a text, plus the personal

experiences and intuition to make guesses and hypothesis.

• Critical comprehension: Critical reading is an evaluativestage, as

manifested in the issue of a trial, in which involved the formation of

the reader and his knowledge. Positively affects the intellectual

exercise, flexibility and open-mindedness.

Critical comprehension can only grow in a climate of cordial easygoing

class, open to the diverse and respectful thoughts of different

personalities.

2.2.2 Linguistic Foundation

The foremost undertaking of all sciences is to restrict its role within its

boundaries. Also called linguistic science of language; it is thescience from

all points of view of human linguistic communication for ancient years until

nineteenth century grammarians this always speaks of languages, used

up as rigid systems as “ really living are set objectively on the founding of

the linguistic and concrete bits of speech.

Moreover, the objective of linguistic studies is located in the

characterization of structural aspects and constitutive general faculty of

27

languages as particular manifestation of that power, in this various planes

and layers of depth psychology.

Whit reference to linguistic as a science, in that respect are several

definitions of authors Kristeva (1988, p.6) “parses the language as an

object of science and reveals the rules of running” Mourning (1979, p.96)

said that” science of language, that is to say objective descriptive and

explanatory of the structure and functioning and the time evolution of

human languages”, and Cortes. (2008, p.27) said that “Linguistics is the

scientific study of terminology as a worldwide aspects words”.

In recounting to the linguistic implications of Chomsky (1965), he

explained:

Humanities faculty expressed in natural languages. Through the

search for a theory that makes evident the common language

principles, uncovers structures, each of the languages in their

historical evolution and its present from the knowledge and use of

native speakers, one of the priorities is the explanation of language

skills possessed by the native speaker-listener and enables it to

issue and understand grammatical sentences with the linguistic

performance of the acquisition of language (p-3)

Furthermore, in reaction to the concept of linguistic competence of

Chomsky’s theory was observed and adopted by Hymes (1972) Focused

on highlight the social character of competence and the importance of

28

statements appropriated to the context in which take place the

communications; thus it is considered the ability to use language

correction in a variety of situations socially determined. That is a central

part of languages skills as the ability to produce grammatically correct

sentences.

Referring the communication competencies of language as it was

established in the common European Framework (2002, p. 106) for the

realization of communicative intentions, stated “The students exercise

their general capabilities as detailed above and along with a

communicative competence, in this limited sense it has the following

components: Linguistics competences; Sociolinguistic competence and

pragmatic competences”.

2.2.3 Philosophical Foundation

This is presented as part of constructivism, in order to know the basis of

human character in the path to pedagogy. According to Zambrano Carmen

(2012) in her thesis cited Lev Vygotsky (1896) stated that “the

philosophical conception of mantakes in three components: man as

cultural, historical and social”.

In addition, philosophy since a long time ago, it has symbolized the

knowledge of manand his effort to obtain new knowledge, which has

provided a relationship both theoretical and practical resulting cognitivism.

29

On the other hand, Fermoso (1997) mentioned that the educational

landscape has imposed three processes that feed philosophical education:

• The human being as supreme.

• Culture in relation to its principles

• Be responsible for the surrounding environment.

The present investigation is about learning reading skills, according to

Weinberg (1982) defined“The skill of language is a symbolic language, as

this refers to texts; students also process information with identification of

associating images with text”. (p.178)

A consequence of this Soleé’s article (“Reading, writing and

acquiring knowledge in secondary education and university education”,

2005, vol.28, n°3, p.329-47) stated that interpretation isthe instrument that

allows it to think and learn in order to obtain comprehension of reading”

likewise. Kozulin (2000) said:

To be capable to read critically generates knowledge, and beyond

because the pupil will become a begin more critical and analytical,

but altogether this is turned over previous knowledge, and beyond

because the student will become a being more critical and

analytical, but altogether this is turned over previous knowledge.

(p. 24, 25)

However, worth mentioning that society is constantly changing as

information and as way to access it, that’s why for walking toward a

30

society full of information must be read concreting anavailing of tools

specifically as comprehensive likewise effective tool for a advancing at

dizzying pace that leads us to knowledge.

Also, reading allows access knowledge and culture, is said to be

the vehicle for transmitting values within a society of peaceful coexistence

where people are to tolerate and respect others, but here the question

arises: why they are important values in society?, if it is true the values are

grounded in the familiar frown, but it is at the school are accented

standards of conduct and attitudes that teach us how to behave in society

daily.

Ultimately, reading is important because it makes that the values to

be found in books besides approaching us how to think, act and feel, so

that through knowledge develop the critical capacity marking that the

student to be more autonomous.

2.2.3.1 The Interculturality

According to Veronica Hidalgo as recorded in her book “Culture,

Multiculturalism, Interculturality and transcultural. Evolution of term”

defined the evolution experienced by the term culture in society of today, it

is a result of migration that has occurred in the most countries, so that

Interculturality society coexist in a mixtures of cultures with the definitions

of Arco (1998, p.197) “Interculturality” has an integral communication of

different cultures their living in the same space, through these

31

communications occur and recognition the valuation of each culture

equally”.

In this sense, according to article “Culture, Multiculturalism,

Interculturalism and Transculturally : Evolution of a term, p.79” by Veronica

Hidalgo has cited Acante (1996,p.26) described Interculturality in

education as “the quality of creating and sustaining curricula, academic

activities, programs and projects to develop a great interest with respect to

all human cultures.” Similarity, Michael and Thompson(1995,p.33) said

multiculturalism as a “philosophy that strives to create a cultural diversity,

trying to contribution to understand cultural differences, helping people

appreciate and enjoy the contributions of different cultures their lives and

ensure full participation of all and break down cultural barriers.”

Furthermore, in the Common European Framework (2001) it is stated that:

Interculturality as knowledge, perception and comprehension of the

relationship hoe world and the world community under study, this

means that similarities and distinct differences that produce with an

intercultural awareness of regional and social divert in both worlds,

which enhances with the increased awareness of the cultures: the

mother tongue and second language (p.101).

As is known to all multiculturalism is fundamental to building a society that

lives in democracy from a holistic and human rights approach, where

32

discriminations set aside to build equitable relationships between

individuals, communities, people and

2.2.3.2 Transversally and Integral Education

The transverse dimension of the curriculum states that reflections are not

new in the field education, of teaching or philosophy, but is particular

contribution is to make explicit a set of aspirations for change in

educational practice and profile future citizen providing a space within

existing curricular design to facilitate their development, both theoretical

and practical.

In short, the transversally is a concept that comes with educational

reforms from a socio-critical perspective of the educational curriculum, so

it is important to mention that has great contribution to education because

through reading makes enrich society values.

2.2.4 Psychological Foundations

The psychological foundations are great importance to the training of

students, as well as psychologists define as mental processes of through,

feelings and motives, the same that influence the way students think

critically complete until constructivism.

In addition, the focus of this foundation goes towards cultural history

Vygotsky, (1979), presented his “genetic law of cultural development,”

which stated:

33

In the cultural development of the child, any function appears twice:

first, in the social sphere, and later, at the individual level; first

between people (Inter psychological) and then inside the child

(intrapsychological). This applies equally to voluntary attention, to

logical memory, and concept formation. All the higher functions

originate as relationships between human beings. (p.94)

In addition, who said that: ”knowledge is not an object that is

passed from one to another, but it is something that is constructed through

cognitive skills that induce social interaction” Vygotsky (1979, p.93-94).

Otherwise Petraglia J. (1995.activity theory and its implications for

writing instruction cited by Russell David (2010, p.5) said that “knowledge

is not individual, but is the radio of the average with the subject”, As it

stated in the thesis of Maria Jimenez “Language Development and its

influence on social Behavior of Children First and Second Year of Basic

general education” (2013, p. 15).

However, Sanchez Benitez, (2010) in her article states that:” the

strategies of Learning through recreational component”, who cited

Fernandez (2008), Learning strategies”, said:

That the individual will give his contributions in the act for learning

and evolution depends on the meaning that is in the learning-

teaching- process, it means that the student must be motivated

34

from the beginning to end of the activity, so it is essential to acquire

previous knowledge. (p.412)

On the other hand, The Common European Framework (2002)

references the ability to learn and pick up idea of the autonomy of learning

and self- evaluation for conscious learning strategies must be linked to the

performance of communicative tasks and both mentioned:

[…are a medium that uses languages user to mobilize and balance

their resources, operating skills and procedures in balance to meet

the demands of communication that is in the context and complete

success the task at hand as fully or most economical way,

depending on their specific purpose. Therefore, there would have to

do strategies communication just from the perspective of disability,

as a way to compensate for a lack of or poor communication. Native

speakers regularly use all sorts of communication schemes in

reaction to demands communicative presented to them. (p.60)

Therefore, to affirm what it has been said previously and referenced

by Coyachamin Q. S. Camilo, who cited F. Moran (2005, p.54), who

defined to human development and learning process, he said “there is a

close relationship between knowing how learn a student and comprehend

how it affects learning, and thus know how to help them to learn better”,

that is the Psychological foundation is refers to the development of each

person as a process of learning for its evolution.

35

Grounded on this evidence, the phylogeny of the student must be on par

with education taking into account their development. This requires that

every teacher must know the degree of difficulty to develop their skills and

apply the appropriate educational process, considering that knowledge is

going to rebuild science to increase the development of understanding in

students.

Apparently, teachers must consider the level of intellectual development

for developing students’ knowledge; it is to achieve this purpose should

incorporate the emotional, the assessment of personality and the ability to

produce critical thinking.

In short, knowledge structure, since it already owns the student,

which is why all the psychological input, cognitive and sociocultural partner

learning accepted, since it is desired to achieve critical teaching bases for

change and improvement social.

The ideas expressed about the student’s regarding the

comprehension, schemes and previous data clearly demonstrate that the

knowledge of that the reader has a decisive influence in understanding.

And so to read a text, readers need to have adequate knowledge

schemes and implement an appropriate scheme, since the difference is

directly related to the distinction made by the cognitive psychology

between declarative and procedural knowledge that is in the current

reform of the educational system that is oriented to finding out.

36

In conclusion a schema is an abstract structure of cognition,, in the

sense that summarizes what is known about a mixture of events that

define particular aspects representing the relationship between the

constituent shares.

2.2.4.1 Bottom-up and Top-down processing in reading

For reading, as with other cognitive processes,psychologists have

distinguished between two types of processing. Bottom-up processes are

those in the stimulus from the outside world- letters and words, reading

and deal with that information with few resources to higher-level skills.

With Top-down processes the accumulation of information is guided by

prior knowledge and expectations of an individual. In the majority of

situations, the top-down processes from the bottom up and to act in

concert to insure precise and fast data processing. Nevertheless, theories,

theories of cognitive operation affected in reading differ in their stress on

the two overtures. Graf Nagler and Jacob (2005, p.8)

Sociological Foundations

Through this foundation is established how to attain the learning

through social relations, because society is the linchpin of the education of

man.

In fact, the teacher is the guide for the student to acquire

knowledge in the teaching-learning process, as students learn from their

37

environment and school as temple of learning will help to define it as a

person to society.

At the present, time the education system needs to improve its

appearance including teachers as key actors must adapt to change laid

down in the current educational policies. The change must be radical and

effective where tools when these allowed developed cognitive thinking

considering the technology that is present for them the unification of all

that is necessary to bring about positive change in education. As a

contribution to them the United Nations Educational, Scientific and Cultural

Organization (UNESCO) sates that the education of future generations

requires us to reflect on the knowledge that they generally ignored in the

curriculum today, such reason must have required changes to the

curriculum proposals are made for futures times.

Considering this UNESCO published in 1999 the book “Seven

complex lessons in education for the future “by the French sociologist and

anthropologist Edgar Morin, in which he explained the reasoning that is

necessary to be open to new ideas, new thoughts and new strategies to

transmit knowledge, and especially to blindly believe in the ideas and

critical analysis. The purpose Morin pursued to assume the complexity of

the knowledge of anthropological and social meaning that breaks the

isolation of the social sciences from other discipline in order to open the

communication with the understanding also assume the complexity of

human and social sciences involving knowledge of human beings.

38

Finally, this reasoning relates to the educational intentions in the

social and culturalfields, through the learning contents, that contributes to

the process of socialization of students, but it is also necessary to

assimilate the social and cultural knowledge, from there, education

intentions will be the focus of teaching, so that students reach the values,

knowledge, values, and skills at end of their end of their training.

2.2.5 Pedagogical Foundation

With this foundation, it makes preamble to the construction of

learning, since it is based on aspects of skills development, organization

and integrity. In other words, pedagogy sees different techniques,

methodologies and strategies that circulate proposal in the educational

process, because with this quality learning is obtained, according to

Abbagnano (1998, p.800) ”Pedagogy in this origin means the practice or

profession of the teacher then came to mean any theory of education,

meaning not just theory or generalized orderly development of the

possibilities of education, but also occasional reflection or course any

educational practice”.

Understandably, it expresses that pedagogy is the pillar of

education, because it stresses the growth of knowledge strategies. Thus,

on that point the challenge that students take the paradigm of

constructivist pedagogy to achieve the ability to analytical, critical and

socio-cognitive thinking, conditioned in the document of general basic

Education Curriculum, which lays out the different theoretical concepts.

39

On the other hand, Beillerot (1998) stated:

The teacher was in antiquity the slave who led the

children.Theywere directed by the teacher who was in charge of

teaching. It is a short of servant .From that there have been lots of

definitions. So teaching is the artistic creation of technology for

education and above all, to teach. (p.49)

Therefore, instructions are the theory of exercise is not guided only

by common sense, but it is founded on theoretical foundations, hence it

receives a clear focal point, as mentioned Beillerot.

From a philosophical point of view of education and teaching

practice, it is in the free exercise of through without knowing a priori to

where it should go, while pedagogy, by definition, even if it is reflection,

pointing to targets they are allocated to education. One can say that the

nature of pedagogy is the service, and it’s because pedagogy has full

freedom that it is often criticized, denigrated by those who want to be art

and pure philosophy.

In conclusion, the educational system is a social institution par

excellence, which is in the process of change that goes towards social

innovation.

On the other hand, the main contribution of Ausubel’s theory of

constructivism is a teaching model by exposure to promote meaningful

learning instead of rote learning. Another contribution to constructivism is

40

the “advance organizers”, which serve to support the student in front of

new information, function as a bridge between the new material and prior

knowledge to the student.

In short, the constructivist view of learning contributes to this

investigation because it holds that educational institutions should promote

personal growth processes student considering the background and the

activity to be resolved, being through reading as key to achieve

meaningful learning and developmental structures through activities that

serve to represent, analyze solve problem presented in a text reader

finally, it is the teacher who must teach attached to the demands of

society, that is to say updating the strategies to be more attractive class

and thus generate ,more student interest in reading.

2.2.6 Legal Foundation

This investigation has its legal basis on Ecuadorian laws and regulations

as well as literally stated in the constitution of the Republic, Organic Law

of Intercultural Education (LOEI), National Plan for Good Living It is also

based on and international paper Common European Framework of

Reference.

With the concept of good living the new constitution of the Republic

of Ecuador (2008) seeks to improve coexistence in diversity and harmony,

according to this research project is based on the following items:

41

Art. 26. -Education is a right of people thought out their lives and an

unavoidable and inexcusable duty of the State. It is a priority area of public

policy and state investment, guarantee equality and social inclusion and

an indispensable condition for the good life. Individuals, familiesandsociety

and society have the rightresponsibility to participate in the educational

process.

Furthermore, everyone should be included in the teaching-learning

process, which is based on the following article.

Art. 27. -The education will focus on the human being and ensure a

holistic development, within the framework of respect for human rights, the

environment and sustainable democracy; it is participatory, compulsory,

intercultural, democratic, inclusive and diverse, quality and warmth;

willpromote gender equity, justice, solidarity and peace; stimulate critical

sense, art and physical education, individual and communityinitiative and

the development of skills and abilities to create and work.

Education is indispensable for knowledge, the exercise of rights and the

building of a sovereign country, and constitutes a strategic axis for national

growth.

In summary, education is fundamental to the construction of

knowledge that constitutes a strategic axis for national development and

achieves a sovereign country.

42

Within the guidelines of The Organic Law Intercultural Education

LOEI (2012): Art.3.The objectives of education is to develop the

personality of the students exercising their rights and fulfilling their

obligation, in social coexistence, intercultural identity preserving cultural

diversity and the methodological characteristics of education for the

development and strengthening of languages.

Also, the Education Rights under Art. 4, provides that everyone has

the right to education guaranteed by the state, which every citizen should

have education formal free from initial levels.

National Plan for Good Living (2013) according de target4.4 states

improve the quality of education at all levels and modalities for knowledge

generation and integral formation of creative, caring responsible, critical,

participative and productive, on the principles of equality and social equity

territoriality. On the other hand, the National Plan for Good Living

establishes mechanisms that support and supervise educational

institutions to improve their quality standards, harmonizing the process of

education to develop skills, abilities and skills of students.

43

CHAPTER III

3.1 Methodological Design

With the conclusions of the theoretical foundations supporting this

investigation and after establishing all philosophical, social, pedagogical

and psychological aspects that affirm the effectiveness ofthis project, it is

necessary to choose the investigation methodology.

Actually, the selection of techniques, methods and tools forthe

collection of information is the most important task, because they were

allowed to establish the consistency of investigation questions, , as

starting of this could define a proposed solution to the problem to enhance

the development of reading skills.

In short, in this present chapter have been detailed methods,

empirical techniques, investigation procedures, population, and sample

and data collection.

3.1 Type of Investigation

The types of investigation establish the degree of depth with which

an object is addressed. Because of this, the present investigation will be

descriptive, explanatory, of field, co-relational and purposeful. This

research uses a mixed approach because it mixes the quantitative and

qualitative approach.

44

The investigation is considered as descriptive because it consists in

finding specific properties, characteristics and important features of

anyphenomenon in analysis: also it describes the trends of a group or

population.

Concerning descriptive investigation, Rodriguez (2005, p. 47)

indicates that it “includes the description, recording, analysis and

interpretation of the current nature, and the composition or process of

phenomena, and focus is on key conclusion or group of people, group or

things, driving or working on this.”

According to Hernandez, Fernández and Baptista (2006) they said

that “Descriptive studies seek to specify the properties the characteristics

profiles of individual, groups, communities, processes, objects or any other

phenomenon to submit to an analysis, in others words, (Dahnke, 1989,

p.35) said “descriptive investigation are to measure, evaluate and collect

data on various concepts (variables), aspects dimensions or components

of the phenomenon to investigate,”

Furthermore, this project has an explanatory investigation which

is realized on unfamiliar topic, so its results constitute an approximate

vision of the object that is the surface level of knowledge. In addition,

studies are known as the pilot study, that is who those are being

investigated for first time and they are also used to identify the problem.

45

According to Hernandez, Fernandez and Baptista (2006) “the

explanatory studies are conducted when the objective is to examine a

topic or investigation problem rarely studied, of which many questions

have not been addressed or before”. (p.56)

Moreover, this project has a field investigation that according to

the author Fidias G. (2012) is a process “that (…) consist of the collection

of all the investigated subjects directly, or the reality which occur events

(primary data), without any manipulate but doesn’t after existing

conditions.

In addition, a field research also is used the secondary data

particularly those from bibliographic sources from which is developed the

theoretical framework. Notwithstanding, the primary data were obtained

thought the design, essential for achieve the objectives and solving the

presented.

It also indicates that investigation is co-relational and Hernandez

(2003) mentions that “it is a study that seeks to evaluate the relationship

between two or more concepts, categories and variables. Co-relational

quantitative studies measure the degree of relationship between the two or

more variables”. (p. 58); means that allegedly related measure each

variable, and then also analyze the correlation”.

46

Finally this investigation is purposeful because it tries to propose

solution to a given situation. Due to this involves exploring, explaining and

propose alternatives for change, but without executing the proposal.

Within this category fall feasible projects and investigation that lead to

design or create something innovative

3.3 POPULATION AND EXAMPLE

A population is a finite or infinite set of people or objects with

common characteristics; in addition the sample is a significant

representation of a population much lower than general population.

3.3.1 Population

For this investigation project, it has been established as population all staff

both students and teacher of the Educative Unit “Provincia del Azuay”

located in located in zone 8, District 4, Guayas Province city of Guayaquil,

where it has extracted the information required.

For its Barrera (2008)defined population as: “A set of beings who

possess the characteristic or event to study and that are framed within the

criteria of inclusion.” (p. 141)

47

The population of this investigation is determined by 1 Director, 1 Sub-

Director, 1 Secretary, English teacher and 40 students of First Year of

Bachelor, totaling 44 people, detailed in the following table:

TABLE1: Distributive of Population

No. POPULATION QUANTITY

1 DIRECTOR 1

2 SUB-DIRECTOR 1

3 SECRETARY 1

4 ENGLISH- TEACHER

1

5 STUDENTS 40

Total 44

SOURCE: UNIDAD EDUCATIVA

“PROVINCIA DEL AZUAY

ELABORATED BY: FABIOLA MORAN

AND ANDREA GRANDA

3.3.2 Sample:

The sample of this investigation was determined by the 40 freshmen in

high school and the teaching English.

According Sampieri (2006) defines the sample as the groups of people,

events, communities, which will have to collect the data, without

48

necessarily these are representative of the population. In addition, the type

of sample have this investigation is non probabilistic because it was to

survey students until a certain number of casual form.

No Population Quantity 1 English Teacher 1

2 Students 40

TOTAL 41 Source: Unidad Educativa "Provincia del Azuay"

Elaborated by: Fabiola Moran and Andrea Granda

49

MATRIX: Operationalization of variables

Influence of the Intensive Reading on the development of reading

skill of English

VARIABLES DIMENSIONAL INDICATORS

V.I INTENSIVE READING Intensive reading is slower than extensive. It

consists to read a text paying as attention to the

meaning of words and their context.

Developing Reading Skill Grellet, F (1981)

1.-Importance

of Intensive

Reading

• Stimulates

• Strengthens neural

connections

• Increase cognitive

reserve

2.-Principles of

Intensive

Reading

• Vision of set

• Purpose

• Questions

• Summary

• Evaluation

• Comprehension

3.-Strategies of

Intensive

Reading

• Anticipation

• Paraphrase

• Inference

4.-Advantages

of Intensive

Reading

• Attention

• Concentration

• Memorization

• Develop Skills

50

VARIABLES DIMENSIONAL INDICATORS

V.D.Reading Skills: Ability “To the

domain of activity, necessary for

conscious regulation of the activity,

Knowledge and habits, “ this means

that it is considered shaft ability to

perform an activity involving the

domain of cognitive forms, practices

and value.

Petrovsky, A.(1982,p 188)

1.-Importance of reading

skills

• Power observation skills

• Support the development

and improvement of

language

• Developing the trial

capacity

2.-.Level of reading skills

• Creator level

• Critical level

• Appreciative level

• Inferential level

3.-Competences and

Skills to Develop of

Reading Comprehension

• Interpreting

• Retained

• Organizing

• Evaluating

4.-Types of Reading

Comprehension

• Lateral comprehension

• Inferential comprehension

• Critical comprehension

51

3.4 INVESTIGATION METHODS

In this research some theoretical methods have been applied during

all the process to analyze the empirical and theoretical data compiled. The

theoretical methods applied were: analytical, inductive, deductive,

synthetic and statistical method.

Analytical Method: This method was applied during the interpretation of

the investigation data collected through the observation sheet, the survey

and interview. It was also used during the whole research.

Synthetic method: it was implemented during the development of the

conclusion and as well to allow the construction of recommendation for

solving the problems presented.

Inductive Method: It was used in collecting information and in building the

theoretical framework to establish the legal categories from the general to

the particular.

Deductive method: This method has been applied in the development of

the conclusions and recommendations with the intention to project future

through the proposal.

Statistical Method: This method has been used since the information is

collected and preceded to the interpretation of the investigation data

collected through the observation sheet, survey and interview.

52

3.5 INVESTIGATION TECHNIQUES AND INSTRUMENTS

According to Tamayo (1999) indicated that the data collection

techniques as “operational expression of investigation design and

specific concretely as did the investigation”. Likewise Rodriguez

Pañuelas (2008) believed that the techniques are “the means used to

collect information, among which observation, questionnaire, interviews,

and surveys”. (p. 100-105)

On the basis of the ideas expressed in this investigation the

following techniques were used.

• Observation: this technique was applied with the objective of

compiling information about the use of intensive reading in English

lessons, related to the reading skill. The instrument used for this

technique was the Observation Sheet. (See annex: pag. 100)

• Survey: This technique was applied to the students of 1st

Baccalaureate in order to know their opinions and real situation

concerning the reading skill. The instrument used for this technique

was the Survey Questionnaire. (See annex: pag. 105)

• Interview: This technique was applied to the teacher in order to

deepen in the information obtained by means of the observation and the

survey. (See annex: pag. 102)

53

Survey

Influence of intensive reading

in the development of reading ability

Observation Sheet

Interview

3.5.1 triangulation of empirical techniques of research

3.5.2 Observation sheet:

According to the author Pardinas (2005) observation “Is the act of

observing. Looking carefully, in the sense of investigator is the

experience, thatis, and the process of submitting conducts of some

things or conditions manipulated in according to certain principles to

conduct observation.” In other words, with the observation can know

reality through direct perception of students.

54

3.5.3 SURVEY

According to the author Grasso (2006) indicated that the survey

“Is procedure that allows us to explore to explore issues that make the

subjectivity and simultaneously obtain that information from a

considerable number of people” is, through this technique we will know

the student´s opinion on the subject of this technique we will know the

student opinion on the subject of this investigation.

INTERVIEW:

From the point of view of Galindo (1998) mentioned that the

interviews and interviewer are essential elements in contemporary, it is

primary communication that contributes to the construction of reality

effective instrument of great precision in the measurement that is based

on the human interaction.

In addition, Hernandez (2003) made important that “the

questionnaire of the interview may be structured or semi-structured or

semi-structured”, but for this investigation implemented semi-structured

questions, that is the interviewer is free to introduce additional questions

to precise the information.

55

TEACHER INTERVIEW

The present interview was developed in order to deepen in the

information compiled about the incidence of intensive reading in the

reading skill.

1. How often do you apply strategies to increase the reading

comprehension? Answer: Occasionally.

2. Do you teach your students how to read in a comprehensively way?

Answers: yes

3. What kind of reading do you use in classes for motivating the interest

to read?

Answer: topics in relation to their age, nothing scientific only about

music, and fashion.

4. How do you notice when the students understood the reading?

Answer: on the basis of their answers to the questions about the

reading.

5. Do you develop comprehension analysis after each reading?

Answer: Yes

6. Do you consider the reading learning process important?

Answer: yes, because the reading can help develop the knowledge

while learning new things.

7. Do you consider that you students have difficulties in reading

comprehension?

56

Answer: In general term, yes, they have.

8. Do you know what does intensive reading consist of?

Answers: It is to read and understand the text and serve to develop

better knowledge.

9. In what level of reading are your students according to the National

English Curriculum (A1/A/2; B/1 B/2)?

Answer: For me, they are in level A 1

10. Do you practice with your students reading comprehension in literal,

interpretative and critical levels?

Answers: sometimes.

11. Do you consider that the reading activities that you develop in

classes are positive?

Answer: Yes, because I try to teach short and comprehensive topics.

12. What aspects of reading do you find more difficult: textual

inferences, elaboration of exercises or search and textual selection?

Answers: in the research and textual selection.

13. What other texts, in addition to the ones in the books of the

government do you use in class?

Answer: Articles in internet.

14. What activities are more important to develop in reading

comprehension?

57

Answer: answer questions, underline verbs.

15. Does the institution have the necessary resources to develop an

efficient promotion of reading?

Answers: The institution only counts on a few resources.

16. Which are the methodological aspects for reading didactic

treatment?

Answer: Before reading, motivation about the topic, show pictures,

brainstorming and questions.

Discuss of Teacher interview results

According to result of teacher interviewthe conclusion is deficient in the

develop of strategies and techniques and deficient of resources as texts

that help to increase the practice of the reading skill in this educative

unit because the teacher hassufficient interest of teaching but the

students not have enough interest for the reading.

ANALYSIS OF DATA

Once the data has been collected, the results of the survey were

presented; it was applied to the students of First Year Baccalaureate of

Educative Unit "Provincia del Azuay".

58

Meanwhile the survey as collection technique of information the

results were obtained. In addition, it was proceeded to tabulate the

responses using statistical tables containing alternatives: Strongly

disagree, disagree, neither agree or disagree, agree and strongly agree;

disagree the statistical tables are accompanied by their percentages of

the responses reflected.

Neither agrees or disagree, Agree and strongly agree; the statistical

tables are accompanied by their percentages of the responses reflected.

According to the analysis of the indicators involved, the real situation

was reflected in the existing problem in the Educative Unit "Provincia del

Azuay", deficiencies reading ability were evidenced.

59

1.- I consider that it is important to read

Table No. 1

ALTERNATIVE

1.Strongly disagree

2.Disagree

3.Neither agree nor disagree

4.Agree

5.Strongly agree

Total

FREQUENCY PERCENTAGE

0

0

3

13

24

40

0%

0%

7%

33%

60%

100%

Source: Unidad Educativa "Otto Arosemena Gómez"

Elaborated by: Fabiola Morán and Andrea Granda

GRAPHIC No. 1


40

24

13

0 0% 0 0% 3

7% 33% 60% 100%

1.Strongly

disagree

2.Disagree 3.Neither

agree nor

disagree

4.Agree 5.Strongly

agree

Total

ANALYSIS AND INTERPRETATION OF THE SURVEY APPLIED TO

STUDENTS OF UNIDAD EDUCATIVA “PROVINCIA DEL AZUAY”

Discuss of survey results

The majority of the students agree that reading is important for

intellectual development in everyday life. Very few say is not important

to read.

60

I think that to underline unknown words is useful to understand better.

Tabla No. 2

ALTERNATIVE FREQUENCY PERCENTAGE

1.Strongly disagree 0 0%

2.Disagree 3 7%

3.Neither agree nor disagree 4 10%

4.Agree 16 40%

5.Strongly agree 17 43%

Total 40 100%



0 0%

1.Strongly

disagree

3 7%

2.Disagree

GRAPHIC No.2


16 17

4

10% 40% 43%

3.Neither 4.Agree 5.Strongly

agree nor agree

disagree

40

100%

Total


Almost all students agree that highlight the words in a text is a good

technique to develop reading and understanding. While that minimal

part of students think otherwise or are not in agreement.

61

Discuss of Surveys results

According to the data acquired from the students say lack motivation at

the moment of reading is this lack of interest in the students to the

reading. Due to the lack of techniques from the teacher.

3.- The teacher uses different reading activities in class.

Table No. 3


1. Never 3 33%

2. Very few times 4 32%

3. Sometimes 7 18%

4. Almost always 13 10%

5. Always 13 7%

Total 40 100%



GRAPHIC No.3


40

13 13

7 3 4

33% 32% 18% 10% 7% 100%

1. Never 2. Very few 3.

times Sometimes

4. Almost

always

5. Always Total

62


Students are unaware of the different types of strategies to select

analyze and understand, while they do not learn different strategies may

not develop a good read.

4.- I know some of the reading strategies: select, analyze, understand, etc.

Table No.4


1. Strongly disagree 0 67%

2. Disagree 1 23%

3. Neither agree nor disagree 3 0%

4. Agree 27 3%

5. Strongly agree 9 7%

Total 40 100%



GRAPHIC No. 4


40

27

9

0 67% 1 23% 3

0% 3% 7% 100%

1.Strongly 2.Disagree

disagree

3.Neither

agree nor

disagree

4.Agree 5.Strongly

agree

Total

63

5.-I am able to understand when I read and answer questions.

Table No. 5


1.No 0 0%

2.A little 0 38%

3.Undecided 5 12%

4.Almost nothing 20 50%

5.Yes 15 0%

Total 40 100%



GRAPHIC No. 5


20 15

5 12% 50% 0%

40

100%

0 0% 0 38%

Discuss of surveys results

It is very difficult to understand reading and develop questions

because they are unaware of technical strategies and there is little

motivation.

64


Students agree that reading helps improve the language because

it acquires and enriches the knowledge

6.- I believe that the reading skill can improve the language of a person.

Table No. 6

ALTERNATIVE

1.Strongly disagree

2.Disagree

3.Neither agree nor disagree

4.Agree

5.Strongly agree

Total


0

0

1

13

26

40

0%

0%

5%

30%

65%

100%



GRAPHIC No. 6


40

26

13

0 0% 0 0% 1 5% 30% 65% 100%

1.Strongly

disagree

2.Disagree 3.Neither

agree nor

disagree

4.Agree 5.Strongly

agree

Total

65

7.- I would like to practice more reading in classes to enrich my knowledge.

Table No. 7



2.Disagree 0 0%


4.Agree 10 25%


Total 40 100%



GRAPHIC No. 7


40

27

10

1 2% 0 0% 2 5% 25% 68% 100%

1.Strongly 2.Disagree 3.Neither 4.Agree 5.Strongly Total

disagree agree nor agree

disagree


They are fully in agreement and willing to practice reading in

classes to develop your knowledge.

66

Discuss of the survey result

According to the results obtained the lack of interest in students

not them allows develop reading ability they do not like reading.

4.Agree 3.Neither agree

nor disagree

2.Disagree 1.Strongly

disagree

13% 18% 16% 8%

3

7 7

17

PERCENTAGE FREQUENCY

GRAPHIC No. 8



100% 40 Total

45% 6 5.Strongly agree

13% 17 4.Agree

18% 7 3.Neither agree nor disagree

16% 7 2.Disagree

8% 3 1.Strongly disagree

PERCENTAGE FREQUENCY ALTERNATIVE

Table No. 8

8.- I consider that there is a failure in reading ability.

67


Most say that little can identify the main ideas, others yes, very

few almost nothing and others rarely.

5.Yes 4.Almost

nothing

2.A little 3.Undecided 1.No

25% 12% 10% 50% 3% 1

5 4

10

20

PERCENTAGE FREQUENCY

GRAPHIC No. 9



100% 40 Total

25% 10 5.Yes

12% 5 4.Almost nothing

10% 4 3.Undecided

50% 20 2.A little

3% 1 1.No

PERCENTAGE

FREQUENCY ALTERNATIVE

Table No.9

9.- I can recognize the main ideas of a text.

68

10.- I know the keywords of the texts read.

Table No.10


1.No 0 0%

2.A little 16 40%

3.Undecided 4 10%


5.Yes 11 28%

Total 40 100%



GRAPHIC No. 10


40

16 9 11

0 0% 40% 4

10% 22% 28% 100%

Survey of results

Some students say that if others almost nothing but most know

help is through the keywords for read.

69

11.- In the texts, I can identify the secondary ideas.

Table No.11


1.No 3 8%

2.A little 15 37%

3.Undecided 6 15%


5.Yes 8 20%

Total 40 100%



GRAPHIC No. 11


40

15

6 8 8

3

8% 37% 15% 20% 20% 100%


Students say that yes, they can identify, but most do not know to

identify the secondary ideas, others are unsure of the answer.

70

12.- The teacher uses activities of reading entertainment.

Table No.12


1. Never 6 15%

2. Very few times 11 50%

3. Sometimes 4 10%

4. Almost always 10 25%

5. Always 9 0%

Total 40 100%



GRAPHIC No. 12


11

10

6

4

15% 50% 10% 25%

1. Never 2. Very few 3. Sometimes 4. Almost

times always


Students say is rarely the master uses entertainment other than

almost always and sometimes not used. Students are verymotivated in

reading.

71

13.- I like to read in English.

Table No. 13


1.No 1 2%

2.A little 15 60%

3.Undecided 6 15%


5.Yes 9 0%

Total 40 100%



GRAPHIC No. 13


15

9

6

1

2% 60% 15%

23%

1.No

2.A little 3.Undecided 4.Almost

nothing


Most of the students say if they like to read in English only

to the lack of motivation not allowing you to develop your skill and

lack of vocabulary.

72

14.- When I receive reading classes, I can thoroughly analyze the text.

Table No.14


1.No 3 8%

2.A little 16 54%

3.Undecided 6 15%


5.Yes 6 0%

Total 40 100%



GRAPHIC No. 14


40

16

6

9 6

3

8% 54% 15% 23% 0% 100%


Not it completely because there isn't enough motivation for

teacher at the moment of reading.

73

15.- When the texts come with pictures I can understand better.

Table No. 15



2.Disagree 0 0%


4.Agree 9 22%


Total 40 100%



GRAPHIC No. 15


40

27

10

1 3% 0 0% 2 5% 25% 68% 100%

1.Strongly 2.Disagree 3.Neither 4.Agree 5.Strongly Total

disagree agree nor agree

disagree

Discuss of the results

All students said to agree that articles have images because that

way it is easier to interpret that reading is and seem more easy

and fun.

74

INTERPRETATION OF RESULTS

After analyzing the data from the survey of students in 1st Year

Baccalaureate of Educative Unit “Provincia del Azuay", with their

respective graphics, they allowed us to determine the interpretation of

the results clearly, in the same way results indicate that there is

deficiency in the teaching-learning process

OBSERVATION SHEET

For the study of this project, it wasobserved the performance of

teacher during reading classes, according to the Observation Sheet (see

annex-pag. 100)

It is for this reason that it was decided to make an observation

sheet, which showed; 9% indicated that the teacher does not make a

clear explanation, 6% reveals that there is no logical sequence, 9% say

that does not synthesize and stresses when necessary, 6% that does

not refer to the content, 16% students do not know the goals of the

class, 6% indicates that teacher uses resources appropriately, 13%

promotes the participation of students, 6% to comply with the

methodological steps and 16% using extra reading materials. These

results demonstrated that there is problem in teaching reading in class.

75

Moreover, in the class observed; 17% indicates that students

aren't able to anticipate the content of the text to read, reveals that 17%

don't identify the general ideas of the text, 22% say they don't recognize

the main ideas in paragraphs, 22% don't work organized way, and 22%

don't respond to questions inferences. These results demonstrated that

students aren't capable of good comprehension of reading.

76

Table 1 ABOUT THE CLASS

References Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10

1. Excellent 0 0 0 0 0 0 0 0 0 0

2. Suitable 0 2 0 2 0 2 0 2 0 0

3.Moderately suitable 3 0 3 0 0 0 0 0 0 0

4. Suitable little 0 0 0 0 0 0 4 0 4 0

5. Not possible to observe

0 0 0 0 5

0

0

0

0

5

Total 3 2 3 2 5 2 4 2 4 5

Percentage 3% 2% 3% 2% 5% 2% 4% 2% 4% 5%

Perce ntage

1 2 3 4 5 6 7 8 9 10

16% 9%

6%

1 3% 9%

6%

6%

13% 16%

6 %

78

As to the correlation of the variables of this investigation project we show it like

this:

Tablas cruzadas

[Conjunto_de_datos0]

Resumen de procesamiento de casos

Casos

Válido Perdidos Total

N

Porcentaj

e

N

Porcentaj

e

N

Porce

ntaje

I like to read in

English * I

believe that the

100,0 reading skill 40 100,0% 0 0,0% 40

%

can improve

the language of

a person

79

I like to read in English*I believe that the reading skill can improve the

language of a person tabulation cruzada

I believe that the reading skill can improve

the language of a person

Total

Stronglydis

agree

Neitherag

reenordis

agree

Agree

Stronglya

gree

I like to

read in

English

Strongly

Disagree

Recuento 0 1 0 2 3

Recuento

esperado

,1

,2

,8

2,0

3,0

Disagree Recuento 1 0 4 8 13

Recuento

esperado

,3

,7

3,3

8,8

13,0

Neither

Agreen

Ordisagree

Recuento 0 0 0 6 6

Recuento

esperado

,2

,3

1,5

4,1

6,0

Agree Recuento 0 0 2 4 6

Recuento

esperado

,2

,3

1,5

4,1

6,0

Stronglyagree Recuento 0 1 4 7 12

Recuento

esperado

,3

,6

3,0

8,1

12,0

Total Recuento 1 2 10 27 40

Recuento

esperado

1,0

2,0

10,0

27,0

40,0

80

Pruebas de chi-cuadrado

Valor

gl

Sig. asintótica (2

caras)

Chi-cuadrado de Pearson

12,491a

12

,407

Razón de

verosimilitud

13,222

12

,353

Asociación lineal por lineal

,172

1

,678

N de casos válidos 40

a. 18 casillas (90,0%) han esperado un recuento menor que 5.

El recuento mínimo esperado es ,08.

81

Medidas simétricas

Valor

Error estándar

asintóticoa

Aprox. Sb

Aprox. Sig.

Nominal por Nominal Coeficiente de

contingencia

,488

,407

Intervalo por intervalo R de persona

,067

,158

,411

,683c

Ordinal por ordinal Correlación de

Spearman

-,014

,175

-,088

,930c

N de casos válidos

40

a. No se supone la hipótesis nula.

b. Utilización del error estándar asintótico que asume la hipótesis nula.

c. Se basa en aproximación normal.

82

With the use of Chi Square it is demonstrated that there is a correlation of

variables, and evidencing that there is problem in teaching reading skills.

CONCLUSIONS AND RECOMMENDATIONS

Having completed the analysis and interpretation of each question

applied to students of First Year of Bachelor, it has allowed the authors of

this thesis for the conclusions and recommendations:

Conclusions:

✓ It is evident that the reading strategies are not applied, in First Year

Baccalaureate, so the students are having serious difficulties in

reading comprehension

✓ It was proved that intensive reading is not being enough used in the

reading classes, so reading comprehension is affected.

✓ The theoretical analysis developed evidenced that it is possible to

contribute to the improvement of reading comprehension, if

intensive reading techniques are incorporated systematically to

English classes.

✓ There are not enough didactic resources for teaching reading at

First Year Baccalaureate, “Provincia del Azuay”.

✓ A proposal needs to be elaborated in order to use intensive reading

skill in favor of reading comprehension development.

83

RECOMMENDATIONS:

✓ The teacher must implement the reading strategies and techniques

for assessing students during the teaching-learning process.

✓ Intensive reading activities must be implemented to satisfy the

needs of students to improve their English language proficiency.

✓ Theoretical papers should be considered in orderto contribute to the

improvement of reading comprehension, taking into account

intensive reading foundations.

✓ It is necessary to elaborate sufficient didactic resources to satisfy

teachers’ necessities at the moment of planning and implementing

reading lessons.

✓ It is necessary to implement the proposal of this thesis in 1st Year

Baccalaureate and also generalize this system of activities to some

other institutions with similar reading difficulties.

84

CHAPTER IV

PROPOSAL

TITLE: Design a teacher´s didactic manual witha system of activities

forIntensive Reading.

JUSTIFICATION

The fundamental reasons that motivated to make this manual with a

system of activities emerged from the diagnostics applied. This proposal is

able to contribute to guide teachers in strategies that could work in the

development of the intensive reading, and it has a relevance that goes

beyond the development of an academic project.

After obtaining the results of the analysis of the surveys,

observation and interviews, it was determined that the proposal would help

to improve the teaching-learning as an useful tool for students in 1st Year

Bachelor Parallel “A” of the Educational Unit “Provincia del Azuay”, it

detected the failure of the intensive reading in the development of reading

ability and their causes were: deficiency in the display of words, failure in

reading ability and failure of the teaching resources for the treatment to

intensive reading.

Therefore, this proposal contains a collection of strategies and exercises

for teachers to use as a support tool, as it allows you to apply the

knowledge and to guide them properly, in addition to help students

improve reading comprehension with short texts and dynamic, will benefit.

85

OBJECTIVES

General Objectives:

To improve reading skills based on intensive reading through a design of a

manual with a system of activities for treatment of Intensive Reading.

Specific objectives:

• To encourage teachers to use reading strategies for a better

development of comprehension.

• To motivate the students to have a greater interest when performing

a good reading comprehension.

• To identify specific methods or techniques for the development of

the reading ability.

THEORETICAL FOUNDATION

Pedagogical Foundation

In this proposal, it makes preamble the construction of learning, since it is

based on aspects of skill development, pedagogy sees different

techniques, methodologies and strategies that that circulate proposal in

the educational process, because with this quality learning is obtained,

According to Abbagnano (1998: 800) said "Pedagogy in its origin means

the practice or profession of the teacher, then came to mean any theory of

education, meaning not just a theory or generalized orderly development

of the possibilities of education, but also occasional reflection or course

any educational practice".

86

Didactic Foundation

The principal skill or competence in English language is “Reading”

because help to develop the knowledge and learning new ways of study.

According to Solee I. (1999) “Reading Strategies” is the process through

this contribute to acquire understanding using the production, experiences

and both to form new ideas.

Psychological Foundation

This proposal is based from the point of view cognitive one of the

difficulties that are perceived to link the new knowledge with those already

acquired, is that the reader does not read with the purpose of expanding

their knowledge, Vygotsky, who said that “knowledge is not an object that

is passed from one to another, but it is something that is constructed

through cognitive skills that introduce social interaction”, however

,Fernandez (2008), that the individual will give his contributions in the

learning-teaching process, it means that the student must be motivated

from the beginning to end of the activity, so it is essential to acquire

previous knowledge.

The Feasibility of Application

This investigation is considered feasible, because the authors had the

opportunity to look at different means to investigate, including books,

internet, also there was assisted by tutors and teacher of educational unit

where surveys were taken to carry out they development so there weren’t

problem, with the economic aspect was taken by authors with respect to

87

copies, print, transportation with relation to search information and

elements necessary for this investigation.

In concordance with providing resources designs and the proposal has

been considered feasible for its implementation. Because all educational

actors of the manual with system of activities, the same it is consideration

of learners to improve their quality of learning in the English language,

being thus an effective and essential tool to enhance the development of

reading skills, so students can consistently express their skill in reading.

Legal Feasibility

Also this proposal has a legal feasibility because it is based in LOEI, art.

79. In chapter II of the foundations, objectives and purposes of Cultural

Bilingual Education System, this can be ratified in The General

Regulations of the LOEI in Title III of Chapter I Intercultural Education

System General Rules.

Art. 26. - education is a right of people throughout their life and an

inescapable and unavoidable duty of the state.

It constitutes a priority area of public policy and state investment,

guarantee of equality and social inclusion and an indispensable condition

for the good live.

Art. 27. - indicates the Education is centered on the human being and

ensures

Their holistic development, also stated that it should be participatory,

mandatory, intercultural, democratic, inclusive and diverse, of high quality

88

and warmth; it encourages gender equality, soldiery and peace. In addition

it stimulates the critical sense, the art and physical culture, individual

initiative and community, and the development of skills and abilities to

create and work.

The state guarantees and education that is holistic and comprehensive,

especially respect for human rights, the environment and democracy.

Emphasizing that education is participatory, quality and warmth driving the

critical sense to get students and citizens with a thought, autonomous and

creative, through the development of skills and capacity.

Human Feasibility

The human feasibility plays an important role because teachers always

look for a new strategy of how to develop the skills of student in the class

better, academically: students also have an important role, as they have

the willingness and desire to improve their communication skills and thus

be able to raise their academic qualifications.

Political Feasibility

Its political feasibility is based on the strategic guidelines of the Plan of

Good Living in Objective 4: Strengthening capacities and potentialities of

citizenship, literal 4. 4. b. Establishes mechanisms to support and monitor

the management of educational institutions, for continuous improvement

and compliance with quality standards.

89

Nowadays, the Ministry of Education has changed the teaching English,

since it is strengthening, and it was based on the guidelines of The

Common European Framework of Reference for Languages.

Description

The present investigation is designed to support students of the first year

of bachelor that will be applied after the main two academic periods of the

school year according to the curriculum. In addition it should be included in

the corresponding units according the English’s book level 2.

However, it is important to know that the direct beneficiaries are the

students of the first year of bachelor parallel A of the institution. Since they

have a material support that greatly help in classroom activities; in

addition, the indirect beneficiaries are the teacher too, as it will give an

account of the progress that the student have, the society will benefit

because the students can share their knowledge and apply what you learn

with this system of activities.

Teacher´s Didactic manual:

The aspects that contain the proposal are:

I. Introduction

II. Methodological recommendations for the teacher/student

III. Description of the stages.

90

Conclusions

This proposal will help the teachers, it is important to use reading

strategies to ensure that students are able to locate specific information in

the text and make deductions and inferences that allow them a better

understanding of what they read; make sure that is one of the main

objectives; the intention is to make progressively better analysis of the text

is that this requires a sustained work in all The General Education.

91

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98

ANNEX

102

ANNEX I

INSTRUMENTS OF THE RESEARCH

Universidad de Guayaquil

Facultad de Filosofía Letras Y Ciencias de La Educación

Escuela de Lenguas Y Lingüística

Ficha de observación

Unidad Educativa Provincia De Azuay Curso: 1er año de

bachillerato

Asignatura: Ingles

Tema de clase: Reading “Becoming A EatNation”

Día: 19/08/2015 Hora: 12:00 - 12:40

1 2 3 4 5

Excelente/ Supera

expectativas

Adecuado

/Logrado

Medianamente

adecuado / En

proceso

Poco adecuado/

Necesita mejorar

No es posible observar

Acerca de la clase:

1

2

3

4

5

Explica los temas con claridad. x

Sigue una secuencia lógica y articulada. x

Sintetiza y enfatiza cuando es necesario. x

Hace referencia a contenidos ya tratados. x

Los objetivos de la clase son conocidos por los alumnos. x

Utiliza adecuadamente el pizarrón, ppts, artículos, guías, etc.

x

Promueve la participación de los alumnos, y verifica su comprensión.

x

Se realizan actividades de lectura intensiva. x

Se cumplen los pasos metodológicos: x

• Antes x

• Durante x

• Después x

Utiliza materiales de lectura extra además del libro del gobierno.

x

los alumnos son capaces de:

100

Anticipar el contenido del texto a leer. X

Identificar la idea general del texto. X

Reconocer las ideas principales por párrafos. X

Distinguir las ideas secundarias X

Reconocer las ideas no esenciales X

Trabajar organizadamente y productivamente. X

Ser Responsables en el cumplimiento de actividades. x

Responder preguntas directas. x

Responder preguntas indirectas. X

Responder preguntas de inferencia. X

Identificar las palabras claves. X

Resumir el texto leído. x

Observaciones:.............................................................................................. ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ...............................

101

ENTREVISTA DEL MAESTRO

La presente entrevista se desarrolló con el fin de profundizar en la

información recopilada sobre la incidencia de la lectura intensiva en

la habilidad de lectura.

1. ¿Con qué frecuencia aplica estrategias para aumentar la

comprensión de lectura?

Respuesta: Ocasionalmente.

2. ¿Enseña a sus estudiantes a leer de una manera comprensiva?

Respuestas: sí

3. ¿Qué tipo de lectura usas en las clases para motivar el interés de

leer?

Respuesta: temas relacionados con su edad, nada científico sólo sobre

música y moda.

4 ¿Cómo nota cuando los estudiantes comprendieron la lectura?

Respuesta: sobre la base de sus respuestas a las preguntas sobre la

lectura.

5. ¿Desarrolla un análisis de comprensión después de cada lectura?

Respuesta: Sí

6 ¿Considera que el proceso de lectura es importante?

102

Respuesta: sí, porque la lectura puede ayudar a desarrollar el

conocimiento mientras se aprenden cosas nuevas.

7. ¿Considera que los estudiantes tienen dificultades en la


Respuesta: En términos generales, sí, lo han hecho.

8. ¿Sabes en qué consiste la lectura intensiva?

Respuestas: Es leer y entender el texto y servir para desarrollar un mejor

conocimiento.

9. ¿En qué nivel de lectura son sus estudiantes de acuerdo con el

Currículo Nacional de Inglés (A1 / A / 2; B / 1 B / 2)?

Respuesta: Para mí, están en el nivel A 1

10. ¿Practica con sus estudiantes comprensión de lectura en niveles

literales, interpretativos y críticos?

Respuestas: a veces.

11. ¿Considera que las actividades de lectura que desarrolla en las

clases son positivas?

Respuesta: Sí, porque trato de enseñar temas cortos y comprensivos.

12. ¿Qué aspectos de la lectura le resultan más difíciles: inferencias

textuales, elaboración de ejercicios o búsqueda y selección textual?

Respuestas: en la investigación y selección textual.

103

13. ¿Qué otros textos, además de los de los libros del gobierno, usas

en clase?

Respuesta: Artículos en internet.

14. ¿Qué actividades son más importantes desarrollar en la


Respuesta: contestar preguntas, subrayar verbos.

15. ¿Cuenta la institución con los recursos necesarios para

desarrollar una promoción eficiente de la lectura?

Respuestas: La institución sólo cuenta con unos pocos recursos.

16. ¿Cuáles son los aspectos metodológicos para la lectura del

tratamiento didáctico?

Respuesta: Antes de leer, motivación sobre el tema, mostrar imágenes,

lluvia de ideas y preguntas.

107

ANNEX II

PHOTO EVIDENCE

PhD. Lorna Cruz Rizzo checking the project, at the Universidad de Guayaquil.

BOOKLET

By: Fabiola Morán and Andrea Granda

INTENSIVE

READING

Activities

for

developing

the

Reading

ability

i

PRESENTATION This guide contains all the necessary information on

how to develop intensive reading in English classes

as: content, objectives, methodology, evaluation

criteria, etc., everything necessary to successfully

develop the understanding of reading guidelines,

same that will help teachers to guide student studying

in a dynamic way.

To carry out this guide the authors have consulted

English National Curriculum Guidelines, English as a

Foreign Language, what is sought is to help optimize

every part of the book containing the readings of

Level 1 for students of General Basic Education to

improve their reading comprehension. In addition, this

guide contains several elements designed to support

and enrich the educational strategies that could be

implemented every day, therefore the teacher will use

as it sees fit depending on the needs presented their

class group.

The "Be competent for reading," explains briefly the

theoretical basis behind this educational proposal,

which has been driven primarily to contribute to the

new curriculum: foundations of constructivism, the

notions of competence, among others. The guide is

designed to take the following aspects:

• The proposed content is to practice weekly

readings; the teacher must organize and adjust the

needs and characteristics of the group. The format is

very simple and practical to facilitate planning the

work in class.

• The complete treatment of readings makes the

students improve their reading ability through the use

of additional useful features including all the activities

and teaching techniques to guide the work of each

reading.

ii

Introduction

We live in a time when there seems to be a total mastery of

technology over books or printed papers. Today it is unquestionably

necessary to consider the number of annual publications of books, journals,

newspapers, monographs, etc., which are published in our country and in the

world, the reality is that most of the knowledge acquired by students will

occur within the reading process and not by the use of other means, in

addition, they aren't exclusionary of the reading, but complementary to it.

However, this domination is not improving people´s reading skill.

The current proposal is the result of a study carried out as a degree

thesis on reading. In the diagnoses of this thesis a high percentage of the

students showed that reading is often relegated to second place within the

academic formation; it isn't given the necessary importance, for their teaching

but rather is limited to the first years of schooling without any subsequent

continuity.

Indeed, read well paves the way to master all the skills required in a

foreign language learning process. Reading is essential for anyone who is

studying or wants to study; it requires a long learning process that normally

begins in school, but must be followed by a systematicpractice, great

dedication and continuous training that may never end, because reading is

one of the most complex intellectual behaviors that humanscan reach.

Thus, with this booklet, students will increase reading skills. Also, this

booklet contains practical exercises to help improve reading skills with

comprehension activities.In other words, the booklet contains readings based

on current affairs, where students will obtain key words for comprehension:

the most important of the reading activities; this will take students to increase

their mental development.

In general, reading is an important company in which students,

families and teachers must work. Moreover, the acquisition of reading

fluency allows, through constant practice and feedback, to develop the ability

to read a text quickly, accurately and with proper diction, to improve

performance and achieve academic success in school. For the above said, it

is advisable to open a space for exchanging experiences on the practice of

reading at school and at home, to work on a regular basis (monthly, biweekly

or weekly), in which the readings are committed, the difficulties faced and

general and particular suggestions made, about the issues raised to

comment reading.

Being competent for reading

The bases of constructivi sm

iii

Enjoy the Reading

Book!

This guide is based on those who believe in the parents of

constructivism, like Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934),

among others, who have established the psychological foundation of

constructivist learning models. According to Piaget's theory it has helped

teachers to understand how the child interprets the world at different ages.

Moreover, Vygotsky's theory has shown the social processes that are

involved in the acquisition of intellectual skills.

Previously, it was thought that children were taxable influenced by the

environment, however, Piaget spread his theory of cognitive development

that showed that children interpret the world in a logical manner that follows

predictable patterns of development.

Nowadays constructivist influences predominant in education

proposed a set of educational theories. In the 70s, the teaching model has

reformed educational curricula, the same that was based on the studies

generated by the psychogenetic and cognitive constructivism. Since 1990,

the influence of socio-cultural constructivism has succeeded in increasing,

which has been able to confirm through various international studies of the

foreign language.

Therefore, Piaget's studies have shown that the construction of

schemes of thought is favored by the natural tendency of the matter to

absorb stimulus of reality and adapt to them with educational assistance that

is intended for a building process which influences students, guiding them in

the direction which states educational intentions and using all available

means.

How doyou conceive the different actors in the educational

paradigm?as Piaget described in the following table:

SOCIOCULTURAL CONSTRUCTIVISM

Student: Being social who appropriates or reconstructed cultural knowledge and participate in practices that allow you to acculturate and socialize.

Professor: Makes a work of mediation between cultural knowledge and the processes of appropriation of the student, by adjusting the teaching aid.

Education: Development of psychological functions and transmission of cultural knowledge through interaction in the zone of proximal development.

Learning: It promotes development through internalization and appropriation

of representations and processes, construction work and joint interaction.

igm: Current educational parad

iv

The Ecuadorian Government in an effort to improve the level of

English language learning has been concerned to focus in a significant way

the communicative competences to develop the skills, abilities, knowledge,

attitudes and values that qualify a student to work in the various areas which

determine their quality of life, ensuring creativity, flexible thinking and the

ability to cope with multiple challenges in different contexts.

According to the new reform is trying to raise the quality of education

for students who improve their level and have the means to access a better

welfare and thus contribute to national development to be achieved, this is

based on plans and educational programs that are articulated to the

Common European Framework, thus this proposals relates to the following:

1. The diversity and multiculturalism.

2. Emphasis on skills development and the definition of learning

outcomes.

3. Incorporation of the topics studied in more than one subject.

Notion of competition

v

➢ Obtain general and specific information in reading.

➢ Understanding reading instructions.

➢ Read every word in reading and instructions thoroughly.

➢ Linking the meaning, pronunciation and graphic representation of the

words that are related to reading.

➢ Show open attitudes of comprehension of cultural differences of the

environment.

➢ Transfer to the knowledge of the foreign language that students have

on the organization of their own ideas about the text read.

When everybody read together it gives the opportunity to practice

various forms of reading, it will favor a living space that will significantly

strengthen school learning of the students. That is why sharing the reading

with those around us serves several purposes: seek information, to solve

problematic situations, scenarios know and environments that enable them to

analyze, compare and make decisions. The following are some suggestions

that can support the practice reading in class:

1. Determine the day will dedicate to reading.

2. Choose a quiet, pleasant and sufficient lighting in the courtyard of the

school, to exit the routine.

METHODOLOGICAL RECOMMENDATIONS

Objectives

vi

3. In this case, it should make reading following the text with your finger,

so orality will relate to the writing of words, this is to say, it is

recognized that "what is written, you can read".

4. Discuss on the title with the idea of anticipating text content and

express what is known about the theme.

5. Talk about the images so that students can recreate what they are

reading.

6. Ask students to identify and name the characters and places in

history.

7. Interrupt the reading and ask what they think will happen next.

8. Encourage children to comment on the story, change some passage,

to promote understanding of the text and encourage their creativity.

9. Alternate site reader, as a reader is done with practice.

10. At the conclusion of the reading, discuss what they read. At this time it

is advisable to check with students who have omitted words or read

incorrectly.

11. Remember that the teacher is always ready to support students.

As methodology to perform each activity has been divided into: Before

reading, during reading, and after.

1. Before reading is directed by the professor before reading with

questions about reading.

2. During the reading is performed while reading.

3. After Reading is performed after the text was read that can be read

aloud by the teacher, individual students or couples.

Then the teacher can select one or two paragraphs to use as guided

practice for the activity. Finally, one or two passages can be collected by the

teacher or students to use independent practice. Once practiced, the

vii

activities can be used as class work or assignments for students to complete

on their own or with the teacher.

The teacher can make slides reading sections to help shape the

activities and guide instruction. Slides can do to before reading, during

reading, and after reading activities, they can be used as separate lessons or

combined with other activities.Read many texts and enjoy these great

activities!

Enjoy the experience of reading in a pleasant learning environment!

viii

This method, which is widely used by some teachers, consists of the

following steps:

1. The teacher performs the motivation phase, with great suspense in his

words begins: "" In this text you see ... .. "

2. The teacher works orally previous ideas that students have about

some concepts that appear in the reading: "What happens if ... ..?

3. As from the title of reading the teacher asks to the students to make

predictions about what they will try and pass on it.

4. The teacher will ask silent and read the reading putting the best

emphasis and attitude (learning by models). The teacher will brighten

the vocabulary and expressions of particular difficulty.

5. The teacher will ask the students to proceed to an silent reading the

text. (The teacher can use to make personalized reading with those

who need it).

6. Reading in a loud voice by part of the students that watching fluency

(accuracy, intonation, speed ...). Error correction.

7. Then the teacher will go under "Checks if you understand"

(questionnaire) where students will respond to appropriate questions.

(Teacher will work the Reading comprehension).

A METHOD FOR WORKING IN READING ABILITY

ix

TABLE OF CONTENTS PAGES

PRESENTATION i

BEING COMPETENT FOR READING ii

THE BASES OF CONSTRUCTIVISM iii

CURRENT EDUCATIONAL PARADIGM: CONSTRUCTIVISM iv

NOTION OF COMPETITION v

COMPETENCIES FOR LIFE vi

OBJECTIVES vi

METHODOLOGICAL RECOMMENDATIONS vii

A METHOD FOR WORKING IN READING ABILITY viii

TABLE OF CONTENTS Ix

ACTIVITIES BEFORE READING

DURING

READING

AFTER READING

Activity 1 The Windy City

Methodological strategy: PRIOR KNOWLEDGE MAP

• Read the text

out loud to the

students or have

the students

read the text

themselves.

• Comprehension

questions.

-Discuss with the students how thinking about the title of the text. -Encourage students to imagine a tales with new words and role-play it using these flashcards.

1

Activity 2 Traffic

Methodological strategy: MAKING PREDICTIONS CHART

• Read the text

out loud to the

students or have

the students

read the text

themselves.

-Have the students go through their predictions and decide if they were correct or not.

6

Activity 3 Summer

Methodological strategy: TIMELINE

Comprehension

questions.

-Timeline - Have

the students

make pictures

or write

sentences

telling of the

events of the

11

x

passage in the

boxes.

- Have the

students share

their timelines

with the rest of

the class.

Activity 4 Thanksgiving

Methodological strategy: EVENTS CHAIN

• Read the text

out loud to the

students or have

the students

Organizes the

class to form a

round table.

16

read the text

themselves.

Activity 5 Information technology

Methodological strategy:VOCAB ULARY WORDS MAP

Comprehension

questions.

Have students

talk about any

unfamiliar words

found in the text.

21

Activity 6

World Water Day Methodological strategy :THE FIVE W’S AND HOW MAP

• Read the text

out loud to the

students or have

the students read

the text

In order for complement their comprehension you can propose the following group dynamic

26

themselves.

Activity 7 New York City

Methodological strategy: DRAWING GAMES GUESS THE PICTURE

Comprehension

questions.

Tell the students after they have read a text looking for the important parts from the beginning, middle, and end in the order in which they happen to write a summary.

31

1

1.-Ask the students what they know about the title. You can make a slide of

the graphic organizer or write on the board what the students discuss.

2. You can help the discussion by using the following the questions:

✓ What do you know about the title?

✓ What do you know that will help you understand the reading?

✓ What do the picture tell you about the text?

✓ What does this remind you of?

✓ What can you tell us about the title?

✓ Do the words and pictures remind you of something that you know

about the title?

3. Prior Knowledge Map – Hand out the graphic organizer to the students.

Have themfill in the boxes around the circle with information that they know

about the title

4. Tell the students that they will be reading a text. What they know about a

text will help them understand the text and make the text more interesting to

read.

5.-Invite a volunteer to come out to fill in a blank, and continues through

several students participate.

ACTIVITY 1

Before Reading

2

PRIOR KNOWLEDGE MAP

3

1. Read the text out loud to the students or have the students read the text

themselves.

You may pair to the students and have them read it out loud to each other.

They are to be thinking about how information they know about the topic of

the text helps them understand the reading.

2. As the text is being read out loud or as the students are reading the text,

theymay think of additional information that they know about the reading.

The Windy City

Chicago, where I am from, is called the "Windy City." In the winter a cold wind blows off Lake Michigan and it snows a lot. The temperature gets very cold, sometimes below zero.

In the spring the weather is great. It's warm and the snow melts. People plant gardens and start to play outdoor sports like baseball.

In the summer it's hot and sometimes humid. People swim and turn on their air conditioners to keep cool. Sometimes it rains or we get thunderstorms.

In the fall it's cool. People prepare for winter and buy warm clothes like coats and hats. The leaves change colors and fall from the trees. It's very beautiful.

Retrieved from: http://www.myenglishpages.com/

During Reading


4

Comprehension Questions 1:

1.- Answer the following questions

1. When do the leaves change colors in Chicago?

2. When is it humid?

3. When do people plant gardens?

4. When do people prepare for winter?

5. When does it snow?

2.-Describe as the time in your country in different seasons.

5

1. Discuss with the students how thinking about the title of the text before

reading helped them to understand and enjoy the reading.

2. Have the students share their results with the rest of the class.

3. Form pairs and give students

4. Previously you cut the flashcards for distributions in the class.

5. Encourage students to imagine a tales with new words and role-play it

using these flashcards.

After Reading

6

1. Read the title of the reading to the students. Show them any pictures. Do

not show the students the words to the reading.

2. Make a slide of the “Making Predictions Chart”. Put it on the overhead

andwrite the name of the text on the chart. Have the students make

predictions about what they think the title will be about. Have them tell why

they think this. Write several of these predictions on the slide.

3. Have the students work alone or in pairs. Have them write their predictions

about the passage on their “Making Predictions Chart”. Give them piece of

paper for doing the activity.

4. Tell the students that they will be listening to or reading a passage.

5. They may bemaking changes to their predictions as they read the

passage.

6. They are also to decide if their predictions were true or not.

Before Reading

ACTIVITY 2

7

Write predictions about the reading in each first box. Write any changes

to the predictions in the middle boxes. Write what happened in the

boxes on the right.

Prediction Change in Prediction Actual- What happened

8

1. Read the reading out loud to the students or have the students read the

readingthemselves. You may pair the students and have they read it out loud

to each other.

2. Students are to be listening for or looking for information to let them know

if they need to make changes to their predictions. There is a spot on the chart

for the students to record their change. The students are also to be checking

to see if their predictions were true or not.

TRAFFIC

Paul looks at his watch. He is worried. He has fifteen minutes to get to his interview and he is stuck in a traffic jam. He looks around. Everyone is honking their horns and trying to move into the lane that seems to be moving faster. They have barely moved in the last thirty minutes. Paul looks out of the window at the people walking past him on the sidewalk. An old woman walking with a cane passed him fifteen minutes ago. He cannot be late for this interview. He grabs his suitcase, opens the door and gets out of the car. He shuts the door and begins to walk quickly down the street. All the cars behind him begin to honk and the drivers start

yelling at him. One yells: “HEY! WHERE DO YOU THINK YOU’RE GOING? YOU CAN’T JUST LEAVE YOUR CAR!! HEY!!!! COME BACK!!


During Reading


9


1.- Answer the questions.

Q1: Why is Paul worried?

A1:

Q2: Why does he think he will be late?

A2:

Q3: What does he decide to do in order to get to his interview on time?

A3:

Q4: What do the drivers behind him think of that?

A4:

10

1. Have the students go through their predictions and decide if they were

correct or not. Have the students put a check mark in the box to the left of

each prediction when they have finished deciding if the prediction was correct

or not.


3. Then, you propose them a game: “True or false?”

• You write two about the traffic truths and a lie than obvious.

• The class has to guess what truth is and lie.

• After students continue the game, writing about them the truths and

lies and go guessing what is truth or lie on each.

• You make sure that all students participate.

After Reading

11

1. Tell the students that many nonfiction texts tell of events that happen in

acertain order. Something happens first, second, third, and so on. There is a

beginning, middle, and an ending.

2. Remind the students of a text that you read to them recently or a text

thatthey may all know. Have the students retell the main events of the

reading in the order in which they happen. Make sure they tell main events

from the beginning, middle, and ending of the reading.

3. Have the students tell what happened first, second, third, and so on. You

may want to make a slide of the graphic organizer and put it on an overhead.

Fill out the graphic organizer as the students supply the information. Fill in

the boxes in the order that the events happen in the reading.

4. Finally, give them a piece of paper with the activity: “Timeline

ACTIVITY 3

Before Reading

12

TIMELINE

Fill in each box with an event from the text in the order in which they

happen.

5 6

3 4

1 2

13

1. Read the text out loud to the students, have the students read the text

alone, or pair the students and have them read it out loud to each other. They

are to be listening for or looking for what happens first, second, and so on in

the text.

2. You may want to have the students write down the events that happen in

the text.

During Reading

Summer

in the southern hemisphere it is winter in the northern hemisphere, and vice

versa. Summer is traditionally associated with hot dry weather, but this does

not occur in all regions. For example, the wet season occurs during summer

across many parts of the tropics and subtropics. Tropical cyclones develop

and roam the tropical and subtropical oceans during the summer. In the

interior of continents, thunderstorms are most likely to produce hail during the

afternoon and evening. Schools and universities have a summer break to

take advantage of the warmer weather and longer days.

People take advantage of the warmer temperatures by spending more time

outdoors during the summer. Activities such as traveling to the beach and

picnics occur during summer months. Sports such as cricket, volleyball,

skateboarding, baseball, softball, soccer, tennis, water polo, and football are

Summer is the warmest of the four

temperate seasons which also include

winter spring and autumn. It occurs

between spring and autumn. It is known for

the longest days and shortest nights. The

seasons start on different dates in different

cultures based on astronomy and regional

meteorology. However, when it is summer

14



1.- Choose the correct option according the text.

✓ Summer occurs between winter and spring

a. True b. False

✓ Summer is characterized by hot and dry weather

everywhere in the world

a. True. b. False.

✓ Summer occurs at different times depending on the regions

around the world.

a. True b. False

✓ People take advantages of the cold temperatures by

spending their time outdoors.

a. True b. False

✓ Traveling to the beach occur during winter months.

a. True b. False

2.- Answer the questions.

How is the summer temperature in your country?

What season do people usually travel to the beach in your

country?

played. Water skiing is a uniquely summer sport, which is done when waters

approach their warmest of the year.


15

1. Timeline - Have the students make pictures or write sentences

telling of the events of the passage in the boxes.

2. Have the students share their timelines with the rest of the

class.

3. Have all students participate to read their timelines.

After Reading

16

1. Tell the students that many nonfiction texts are written with events

happening in order. Something happens first, second, third, and so on.

2. Remind the students of a nonfiction text that you read to them recently or a

nonfiction text that they may all know. Have the students retell the main

events of the passage in the order in which they happen. Make sure they tell

main events from the beginning, middle, and ending of the text.

3. Have the students tell what happened first, second, third, and so on. You

may want to make a slide of the graphic organizer and put it on an overhead.

Fill out the graphic organizer as the students supply the information. You can

write on the lines or make the pictures first and then write on the lines.

ACTIVITY 4

Before Reading

17

EVENTS CHAIN

Draw a picture in each box of what happens in the reading. Write about

it on the lines below.

First Second Third Last

18

1. Read the text out loud to the students, have the students read the text

alone, or pair the students and have them read it out loud to each other. They

are to be looking for what happens first, second, and so on in the text.

2. You may want to have the students write down the events that happened

in the text.


During Reading

Thanksgiving

God. In the beginning people expressed gratitude for the harvest they

reaped. It used to be a religious holiday but now it has become a secular

celebration.

The most important part of the celebration is the dinner which includes the

customary turkey served with cranberry sauce, and pumpkin. A lot of

business goes on during this holiday. For example, restaurants take

advantage of the holiday to sell turkey dinners

Families and friends usually get together for a large meal or dinner during

Thanksgiving and have a lot of fun. That's why, the Thanksgiving holiday

weekend is considered one of the busiest travel periods of the year. Students

are given a four-day or five-day weekend vacation. Thanksgiving is also a

paid holiday for most workers.

Thanksgiving is celebrated in the USA and

Canada. In The USA, it is celebrated on the

fourth Thursday in November every year. The

Canadians celebrate it on the second Monday in

October. It is associated with giving thanks to


19



1. The origin of the name "Thanksgiving" comes from:

a. thanks given to God

b. thanks given for the help the early settlers got from

each other.

2. Thanksgiving is a time to

a. worship God

b. Thank god, eat and have fun.

3. It is a vacation for

a. everybody

b. a lot of people

4. The main food that is prepared in this celebration is:

a. cranberry sauce, and pumpkin

b. turkey

5. Thanksgiving is

a. dancing during night.

b. also a paid holiday for most workers.

20

1. Events Chain - Have the students make paragraphs of the events in the

boxes. Have them write about each event on the lines below each picture.

2. Have the students share their chain of events with the rest of the class.

3. Organizes the class to form a round table, choose six students and

assigns each student places that make up the panel, the remaining students

will be the audience.

4. The teacher is the facilitator who guides the discussion.

Remember that the goal of a Round Table is to identify and clarify a

theme parks is presented to an audience also analyzing a situation from

different angles, identifying advantages and disadvantages of a process and

stimulate interest in a topic. But consider the following:

• Not supported speeches but short interventions.

• Roundtable can last between 15 and 45 minutes.

• It is up to the moderator to introduce the topic, coordinating the

discussion and finally to summarize.

• The audience should have a basic knowledge of the issues and

interest in deepening.

After Reading

21

1. Identify words in the text to use as vocabulary to teach students before

reading.

Choose words that are important for text, words that are used frequently so

that students can have contact before, but would benefit from instruction in

their meanings.

2. Write on the chalkboard and read vocabulary words aloud.

3. Tell students that these words can be confusing or difficult, but the

vocabulary is necessary to understand the text. Then put on the board the

“Vocabulary Words Map Chart ".

4. Tell students what the words mean using a definition of the students will

understand. Using the word in a sentence for providing students enough to

help students understand the meaning context.

5. For other words, the model of how to figure out the meaning of words that

may be unfamiliar to students by the graphic organizer. Begin reading the

passage aloud to students. Read the words are not familiar with the students.

Make a copy of the "vocabulary words Map" graphic organizer. Thinking

aloud as the graphic organizer is used. Type the word in the first box. Type

the phrase where the word. Identify and enter a password in the text. Decide

what you think the word meanings and type in the box provided. Draw a

picture of what you think the word means. Type the word in their own phrase.

Before Reading

ACTIVITY 5

22

Vocabulary Words Map

Complete the vocabulary boxes as directed below.

What I think the word means:

My picture of what the word means:

Mysentence:

ContextClue:

Sentence where the word is found:

ContextClue:

WORD:

23

1. Read the text out loud to the students or have the students read the

passagethemselves. You may pair the students and have them read it out

loud to each other.

They are to be listening for or looking for words that may be unfamiliar to

them.

2. You may want to have the students write them down as they find them.

You can havethem use paper or marker boards.

Information Technology

During Reading

Information technology deals with the acquisition,

processing, storage and dissemination of vocal, pictorial, textual

and numerical information by a microelectronics-based

combination of computing and telecommunications. Thanks to

the continuous development of computers, the original

computing systems became minicomputers and later personal

become accessible from anywhere.

If you want a brief history of

information technology, here is one.

Humans were the first "computers". Then

machines were invented to carry out the

computational tasks. Now these machines

have given way to new form of

information technology. Information has

24



1.- Complete the sentences with thecorrect option according the text.

1. Information technology is changing principally because of

a. the changing needs b. new technological advances

2. According to the author the first computers were

a. calculatorsb. humans

3. Development of information technology is the result of

a. advances in computing systems

b. developmentof machinery in general

4. Computing systems are taking the form of clouds means

a. computers have become smallerb. computing power will be

disembodied.

computers took the lead. Nowadays, mobile phones are

dethroning the personal computer and computing is evolving

faster to become disembodied more like a cloud, becoming

accessible more easily whenever needed. Information

technology in this sense has transformed people and companies

and has allowed digital technology to influence society and

economy alike.


25

1. Have students talk about any unfamiliar words found in the text.

2. Vocabulary words Map - Have students say "Vocabulary Words Map"

graphic organizer.

3. Have students share their results with the rest of the class.

4. To complement and reinforce the understanding raises the question:

How is it done?

• It meets the class into small groups to work with Vocabulary Words

MAP reading.

• Each participant is free to present any idea related to the subject, it

may seem logical.

• The conclusions are drawn together by the entire group, according to

the obtained material.

After Reading

26

1. Tell students that events happen in stories about people, things or

countries. Problems come up and solutions are tried. It is important for the

reader to be able to tell about these events.

The “Five W’s and How Map” can help with this. The five w’s are who, what,

when, where, and why. The five was telling who the event is about, what will

happen in the event, when the event will happen, where will the event

happen, and why the event is important. The “How” tells how the event will

happen.

2. Remind the students that a text must read until to obtain the

comprehension. Make a copy of the graphic organizer. Have the students

help you fill in the boxes for the five W’s and How of one event from the text.

3. Tell the students that they will be reading a text and looking for the five

was and how of an event in a text for checking their predictions.

ACTIVITY 6

Before Reading

27

The Five W’s and How Map

Write about the five w’s and how of an event from a text in the boxes below.

Who is it about:

How will it

happen:

What will

happen:

Event:

Why is it

important: When will it

happen:

Where will it

happen:

28


textthemselves. You may pair the students and have they read it out loud to

each other.They are to be looking for the five was and how of an event in a

text.

2. You may want to have the students write them down as they find them.

They maywrite them on paper or a marker board.

World Water Day is observed on

March 22 since 1993. It was declared as

such by the United Nations General

Assembly. This day was first formally

proposed in Agenda 21 of the 1992 United

Nations Conference on Environment and

Development (UNCED) in Rio de Janeiro,

Brazil. Observance began in 1993 and has

grown significantly ever since.

The UN and its member nations

devote this day to implementing UN

recommendations and promoting concrete

activities within their countries regarding

the world's water resources. Each year, one of various UN agencies involved

in water issues takes the lead in promoting and coordinating international

activities for World Water Day.

In addition to the UN member states, a number of NGOs promoting

clean water and sustainable aquatic habitats have used World Day for

Water as a time to focus public attention on the critical water issues of our

era. Every three years since 1997, for instance, the World Water Council

has drawn thousands to participate in its World Water Forum during the

week of World Day for Water. Participating agencies and NGOs have

highlighted issues such as a billion people being without access to safe

water for drinking and the role of gender in family access to safe water.


During Reading

World Water Day


29



1. World Water Day was first proposed in 1993 in Rio de Janeiro.

a. Trueb. False

2. Only UN member states are involved in the promoting World Water

Day.

a. True.b. False.

3. Not everybody has access to drinking water.

a. Trueb. False

2.- Put the sentences in the correct groups.

can’t go to school. make energy

don’t have toilets. flush the toilet

walk many km every day to look for

water

cook

can’t wash their hands brush our teeth

die from diarrhea grow food

We use water to ... When there isn’t any water, people ...

30

1. The Five W’s and How Map - Have students complete the “The Five Was

and HowMap” graphic organizer.


3. In order for complement their comprehension you can propose the

following group dynamic:

Promotion Ideas

• This technique refers to a type of interaction in a small group,

designed to encourage the free presentation of ideas without any

restrictions or limitations regarding their perspective.

• It is a completely informal method that allows discussion of a problem

without consideration of any of the usual restrictions or inhibitions.

• Group provides the opportunity to consider many alternatives,

including new opportunities that stimulate the creative powers of the

members.

After Reading

31

Drawing games

Guess the picture

Materials

• Board

Procedure

1. Write the heading of the reading. Then one person comes to the front and

starts to draw a picture.

2. The students must try to guess what the picture is before the person has

finished drawing it.

3. The person who guesses correctly comes to the front to draw another

picture.

ACTIVITY 7

Before Reading

32


textthemselves. You may pair the students and have they read it out loud to

each other.They are to be listening for or looking for important parts of the

text.

New York City

New York is the most populous

city in the United States and the center

of the New York metropolitan area,

the premier gateway for legal

immigration to the United States and

one of the most populous urban

agglomerations in the world. The city is referred to as New York City or

the City of New York to distinguish it from the State of New York, of

which it is a part. It has also been called by many nicknames such as the

“City that Never Sleeps” and the “Center of the Universe.” But the Big

Apple is the most famous nickname.

A global power city, New York exerts a significant impact upon

commerce, finance, media, art, fashion, research, technology, education,

and entertainment. The home of the United Nations Headquarters, New

York is an important center for international diplomacy and has been

described as the cultural and financial capital of the world.

New York traces its roots back to 1624 when it was founded as a

trading post by colonists of the Dutch Republic. It was named New

During Reading

33

Amsterdam in 1626. The city and its surroundings came under English

control in 1664. New York served as the capital of the United States

from 1785 until 1790. It has been the country's largest city since 1790.

The Statue of Liberty, which is a colossal neoclassical sculpture

on Liberty Island in the middle of New York Harbor, in Manhattan, was

designed by Frédéric Auguste Bartholdi and dedicated on October 28,

1886. It was a gift to the United States from the people of France. The

statue greeted millions of immigrants as they came to America by ship in

the late 19th and early 20th centuries and is a globally recognized as a

symbol of the United States and its democracy.




1. New York City and New York are unambiguous terms.

a. True b. False

2. The "Center of the Universe" is the most famous nickname of New

York City.

a. True b. False

3. It was founded by the French.

a. True b. False

4. New York City has been the country's largest city for a long time.

a. True b. False


34

2.- How is your city?. Write a paragraph

describing there are in your city.

1. Tell students that it is important that they are able to remember and tell

about the most important parts of a text. It is important that they are able to

remember then important parts of a text in the order in which they happen.

This skill helps them understand and remember what they have read.

2. Remind the students of a recent text that they all know. Or you may read a

short text to the class. Make a slide of the graphic organizer. Tell the

students that they are going to help you fill in the important parts from the text

and write a summary.

3. Have the students help you put information from the text in the boxes on

the graphic organizer. Then put these important parts together to form a

summary. Write the summary in the bottom box on the graphic organizer.

4. Tell the students after they have read a text looking for the important parts

from the beginning, middle, and end in the order in which they happen to

write a summary.

After Reading

35

SUMMARY CHART

Write important parts from the passage in the boxes. Then write a summary.

Important Part

- Beginning

Important

Part - Middle

Important

Part - Middle

Important

Part - End

SUMMARY

81

This was edited

by:

Fabiola Moran and

Andrea Granda

This booklet was

made prior to

obtaining the

bachelor's degree

to develop

reading skills.

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS...

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