pinto ramirez dianarepositorio.ug.edu.ec/bitstream/redug/28714/1/pinto... · 2018. 5. 4. · este...
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
EDUCATIONAL PROJECT
EDUCATIVE PROJECT PREVIOUS TO OBTAIN THE BACHELOR'S
DEGREE IN ENGLISH LANGUAGE
TOPIC
THE INFLUENCE OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN THE DEVELOPMENT
OF READING COMPREHENSION SKILL.
PROPOSAL
DESIGN OF A BLOG WITH INTERACTIVE ACTIVITIES BASED ON ICT
AUTHORS: PINTO RAMÍREZ DIANA CAROLINA
MORÁN SOLÍS MARÍA GABRIELA
ADVISOR:
MSc. LIZMARY FERIZ OTAÑO
GUAYAQUIL – ECUADOR
2017
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
AUTHORITIES
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero
DECANA SUBDECANO
MSc. Alfonso Sánchez Ávila DIRECTOR
Ab. Sebastián Cadena Alvarado SECRETARIO GENERAL
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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 Licenciatura en Ciencias de la Educación, Mención: Inglés,
el día 17 de Agosto del 2015.
Tengo a bien informar lo siguiente:
Que los integrantes Diana Carolina Pinto Ramírez con C. I: 0940524440
Gabriela Morán Solís C. I: 1207316850 diseñaron el proyecto educativo con
el Tema: The influence of ICT in the development of reading comprehension
skill.
Propuesta: Design of a blog with interactive activities based on ICT.
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 APROBACIÓN
del proyecto, y pone a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
MSc. Lizmary Feriz Otaño Consultor Académico
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Guayaquil, 23 de Enero de 2017
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: The influence of the ICT
in the development of the reading comprehension skill.
Propuesta: Design of a blog with interactive activities based on the ICT.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
DIANA PINTO RAMIREZ GABRIELA MORAN SOLIS
C.I: 0940524440 C.I: 1207316850
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROJECT
THE INFLUENCE OF ICT IN THE DEVELOPMENT OF READING
COMPREHENSION SKILL. DESIGN OF A BLOG WITH INTERACTIVE
ACTIVITIES BASED ON ICT.
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
DIANA PINTO RAMIREZ GABRIELA MORAN SOLIS
C.I: 0940524440 C.I: 1207316850
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EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
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DEDICATION
With love and sacrifice, I dedicate this research project to the most amazing
woman from all over the world, my sweet mother Patricia Ramirez, thanks
mom for advising me, and being my best friend.
This is for you.
Diana Carolina Pinto Ramírez.
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AKNOWLEDGMENT
To my beloved grandfather Juan Ramírez Córdova (RIP) who I know, would
be proud of me. I thank him from the deepest of my heart and soul, for all the
values that he taught me since I was a child; with all my love I dedicate this
project to him.
Diana Carolina Pinto Ramírez.
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DEDICATION
I dedicate my humble effort to my loving and sweet mother and father whose
love and prays of day and night make me able to get success.
María Gabriela Morán Solís
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AKNOWLEDGMENT
I express my deep sense of gratitude to my parents Elena Solís Hoyos,
Gabriel Morán Moscol, for inspiring me to continue and for supporting me with
respect and love.
Marìa Gabriela Morán Solìs
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REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA
FICHA DE REGISTRO DE TESIS
TITULO Y SUBTITULO:
Influencia de las TICS en el desarrollo de la comprensión lectora. Diseño de un blog con actividades interactivas.
AUTOR/ES: Diana Carolina Pinto Ramírez
& María Gabriela Morán Solís
TUTOR: Msc. Lizmary Feriz Otaño
REVISORES:
INSTITUCION: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía y Ciencias de la Educación.
CARRERA: Lenguas y Linguistica
FECHA DE PUBLICACION: No. DE PAGS:
TITULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
ÁREAS TEMÁTICAS: English Languages
PALABRAS CLAVE: Reading comprehension skill- Information and communication technology- interactive activities. RESUMEN:
Este documento es el resultado de una investigación en el colegio Replica Aguirre Abad relacionado con la insuficiencia en el desarrollo de la habilidad de comprensión lectora en esta institución. Se realizó este proyecto para determinar la influencia de las TICS en el desarrollo de la comprensión lectora. Este proyecto reveló la habilidad lectora como un proceso de percepción la cual permite a los estudiantes comunicar sus ideas correctamente. Una buena lectura contribuye al desarrollo tanto personal como profesional. Por esas razones este proyecto se efectuó a través de métodos teóricos, empíricos y estadísticos. El problema fue detectado por medio de la aplicación de instrumentos tales como observación, encuestas y entrevista al profesor. En esta investigación se asume un enfoque metodológico mixto, cualitativo y cuantitativo. Una vez tabulados, analizados e interpretados los resultados se obtuvieron las conclusiones y recomendaciones, lo que dio como resultado el diseño de un blog con actividades interactivas el cual provee a los estudiantes de técnicas de tal manera que producirán un progreso importante en la comprensión lectora
No. DE REGISTRO (en base de datos): No. DE CLASIFICACION:
DIRECCION URL (tesis en la web):
ADJUNTO PDF: SI
NO
CONTACTO CON AUTOR/ES
Pinto Ramírez Diana Carolina Morán Solís María Gabriela
Telephone: 0980379128 0939700596/ 6034625
E-mail:
[email protected] [email protected]
CONTACTING IN THE INSTITUTION: Name: Secretariat of the School of Languages and Linguistics
Telephone: (04)2294888 Ext. 123 E-mail: [email protected]
mailto:[email protected]:[email protected]:[email protected]
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REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE Y SUBTITLE:
The influence of the ICT in the development of the reading comprehension skill. Design of a blog with interactive activities.
AUTHOR/S: Diana Carolina Pinto Ramírez
& María Gabriela Morán Solís
ADVISOR: Msc. Lizmary Feriz Otaño
REVIEWERS:
INSTITUTION: UNIVERSIDAD OF GUAYAQUIL
FACULTY: Faculty of Philosophy, and Sciences of Education
CAREER: Languages and Linguistics
DATE OF PUBLISHING: NUMBER OF PAGES:
TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
THEMED AREAS: English Languages
KEYWORDS: Reading comprehension skill- Information and communication technology- interactive activities. ABSTRACT:
This document is the consequence of a research in the Replica Aguirre Abad high school related to the shortage in the reading comprehension skill in this institution. This project was conducted to determine the influence of the ICT in the development of the reading comprehension skill. This project revealed the reading skill as a process of perception which allows students to communicate their ideas correctly. A good reading helps to cultivate a professional and personal level. For those reasons the investigation was conducted through theoretical, empirical and statistical methods. The problem was perceived by applying instruments, such as, observation, surveys and the interview to the teacher. In this project it is supposed a mixed methodology approach, qualitative and quantitative. Once tabulated, analyzed and interpreted the results it was achieved the conclusions and recommendations that came to the design of a blog with interactive activities in order to provide techniques in a way that it can produce important progress in reading comprehension skill.
REGISTRATION NUMBER (in database): CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: YES NOT
CONTACTING WITH AUTHOR/S Pinto Ramírez Diana Carolina Morán Solís María Gabriela
Telephone: 0980379128 0939700596/ 6034625
E-mail:
[email protected] [email protected]
CONTACTING IN THE INSTITUTION: Name: Secretariat of the School of Languages and Linguistics
Telephone: (04)2294888 Ext. 123 E-mail: [email protected]
mailto:[email protected]:[email protected]:[email protected]
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GENERAL INDEX
PRELIMINARIES
Front Page ........................................................................................ i
Directives .......................................................................................... ii
Approval of the project letter ............................................................ iii
Intellectual rights letter ................................................................... iv
Approval of the court ....................................................................... v
Qualification of the court .................................................................. vi
Dedication#1 .................................................................................. vii
Dedication#2 ................................................................................. ix
Acknowledgment #1 ...................................................................... xiii
Acknowledgment #2 ........................................................................ x
Repository National in Science and Technology in Spanish
Repository National in Science and Technology in English
General Index ................................................................................. xi
List of charts… ............................................................................. xiii
List of graphics… .......................................................................... xv
Abstract… .................................................................................... xvi
Introduction ...................................................................................... 1
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CHAPTER I
THE PROBLEM ...................................................................................... 2
CHAPTER II
THEORETICAL FRAME .......................................................................... 8
CHAPTER III
METHODOLOGY .................................................................................... 48
CHAPTER IV
THE PROPOSAL ..................................................................................... 78
REFERENCES ..................................................................................... 101
BIBLIOGRAPHY ................................................................................... 104
Anexo 1: Documents
Anexo 2: Instruments in Spanish
Anexo 3: Photos
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LIST OF CHARTS
CHART #1
Population and sample .......................................................................... 51
CHART #2
Variables operationalization chart… .................................................... 52
CHART #3
Observation guide… .............................................................................. 54
CHART #4
I practice English Reading in classes .................................................. 60
CHART #5
At Reading I search the global
meaning…...............................................................................................61
CHART #6
I read updated information in
classes .................................................................................................... 62
CHART #7
I use the laboratory during the English class ..................................... 63
CHART #8
When I read I understand what is written… ......................................... 64
CHART #9
When I read in English, I get bored… ................................................... 65
CHART #10
I read topics that I like at home… ........................................................ 66
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CHART #11
I read in group… .................................................................................. 67
CHART #12
I use social networks to practice reading…....................................... 68
CHART #13
To read is useful… ................................................................................ 69
CHART #14
The use of technological tools would better up reading skill ............ 70
CHART #15
The use of technological tools is important to learn a new
language ................................................................................................. 71
CHART #16
The existence of a blog with interesting topics, would help me to read
more ........................................................................................................ 72
CHART #17
To read better up my performance in English learning process…….73
CHART #18
The new technologies help the students to learn a new
language ................................................................................................. 74
CHART #19
Chi Square Test… .................................................................................. 75
CHART #20
Table of Contents ................................................................................... 96
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LIST OF GRAPHICS
GRAPHIC #1 .................................................................................. 60
GRAPHIC #2 ................................................................................... 61
GRAPHIC #3 .................................................................................... 62
GRAPHIC #4 .................................................................................... 63
GRAPHIC #5 .................................................................................... 64
GRAPHIC #6 .................................................................................... 65
GRAPHIC #7 ..................................................................................... 66
GRAPHIC #8 ..................................................................................... 67
GRAPHIC #9 ..................................................................................... 68
GRAPHIC #10 .................................................................................... 69
GRAPHIC #11 .................................................................................... 70
GRAPHIC #12 .................................................................................... 71
GRAPHIC #13 .................................................................................... 72
GRAPHIC #14 .................................................................................... 73
GRAPHIC #15 ..................................................................................... 74
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIALHIGHER EDUCATION SYSTEM
ABSTRACT
This document is the consequence of a research in the Replica Aguirre
Abad high school related to the shortage in the reading comprehension skill
in this institution. This project was conducted to determine the influence of
the ICT in the development of the reading comprehension skill. This project
revealed the reading skill as a process of perception which allows students
to communicate their ideas correctly. A good reading helps to cultivate a
professional and personal level. For those reasons the investigation was
conducted through theoretical, empirical and statistical methods. The
problem was perceived by applying instruments, such as, observation,
surveys and the interview to the teacher. In this project it is supposed a
mixed methodology approach, qualitative and quantitative. Once tabulated,
analyzed and interpreted the results it was achieved the conclusions and
recommendations that came to the design of a blog with interactive activities
in order to provide techniques in a way that it can produce important
progress in reading comprehension skill.
Keywords: - Reading comprehension skill- Information and communication
technology- interactive activities
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCOAS DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGÜÍSTICA
RESUMEN:
Este documento es el resultado de una investigación en el colegio Replica
Aguirre Abad relacionado con la insuficiencia en el desarrollo de la
habilidad de comprensión lectora en esta institución. Se realizó este
proyecto para determinar la influencia de las TICS en el desarrollo de la
comprensión lectora. Este proyecto reveló la habilidad lectora como un
proceso de percepción la cual permite a los estudiantes comunicar sus
ideas correctamente. Una buena lectura contribuye al desarrollo tanto
personal como profesional. Por esas razones este proyecto se efectuó a
través de métodos teóricos, empíricos y estadísticos. El problema fue
detectado por medio de la aplicación de instrumentos tales como
observación, encuestas y entrevista al profesor. En esta investigación se
asume un enfoque metodológico mixto, cualitativo y cuantitativo. Una vez
tabulados, analizados e interpretados los resultados se obtuvieron las
conclusiones y recomendaciones, lo que dio como resultado el diseño de
un blog con actividades interactivas el cual provee a los estudiantes de
técnicas de tal manera que producirán un progreso importante en la
comprensión lectora.
PALABRAS CLAVE: Comprensión lectora – Tecnología de Información y
Comunicación – Actividades Interactivas.
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INTRODUCTION
Studying English at school is most of the time connected to study
grammar and the real thing is that some teachers only teach how to make
sentences using correctly grammar tenses, but that is not the real language
learning. Students feel afraid of reading in class, but now, things and
teachers have changed. Teachers have special resources such as the
technology, a special one are the blogs. They are used in language classes
to improve pronunciation, and apply new vocabulary.
The present project is fixated on using the technology as a way of
introducing readings with a basic vocabulary, which contain a specific
grammatical point. Blogs are used to create a comfortable atmosphere for
students. Using blogs, the teaching – learning process will be interactive
and pleasant. The authors of this project made a deep investigation,
employing different techniques and methods, offering a new alternative
resource for teachers and students.
This project has been elaborated through four chapters, with the
ambition of easing the location of each subject according to the following:
CHAPTER I: In this chapter it can be found the antecedents of the problem,
the variables, the questions, the objectives and justification of our project.
CHAPTER II: It can be found here the theoretical frame, the foundations
and the legal frames.
CHAPTER III: In this chapter it can be found the methods and techniques
used in the investigation. After analyzing the results, it has been found some
conclusions and recommendations.
CHAPTER IV: Here it is spot the explanation of the proposal, a bibliography
composed by books and internet pages.
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CHAPTER I
THE PROBLEM
CONTEXT OF THE INVESTIGATION
The Replica Aguirre Abad high school was built in May,2013 located
in Zone 8, District 6 Circuit 3, Province of Guayas, Canton Guayaquil,
Mapasingue km 5½, term 2015- 2016 has a capacity for 840 students, in an
area of 8 424 square meters; It possess management modules, classrooms
and laboratories and with 30 teachers in the educational establishment.
This investigation hunted to research the influence of the ICT in
reading comprehension in the students of 10th general basic education at
Replica Aguirre Abad high school.
With the help and permission of the principal of the high school Lcda
Monica Mariuxi Moreira Morán, and the English coordinator Lcda Martha
Galvez, the authors of this project were able to observe classes to apply a
survey directed to the students and interview to the English teacher in order
to evaluate the influence of ICT in reading comprehension.
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PROBLEM OF THE INVESTIGATION
CONFLICT SITUATION
From the application of the empirical methods such as direct
observation, interviews and surveys, the authors of this investigation
realized about a serious problem in reading ability. Students are not able to
read texts because of the insufficiency in techniques to read a text
structurally. They have not learnt basic and important techniques to develop
a well-structured reading, if they do not use techniques properly, they will
not read a cohesive and coherent reading.
The problem springs up in 10th general basic education students
from Replica Aguirre Abad Public high school, Zone 8, District 6 Circuit 3,
Province of Guayas, Canton Guayaquil, Mapasingue km 5½, 2015- 2016
academic year because of the miss of practice of reading comprehension,
they have a poor English level and this is caused by many factors such as
the deficient didactic material, interesting activities and new technologies, it
means the use of traditional tools and that is why students get bored and
they are not interested and motivated to learn English.
This deficiency of reading comprehension affects directly to students
because they limit themselves when they get blocked at the moment of a
reading exercise and cannot have a good performance, this is due to the
deficient vocabulary and the incorrect pronunciation of some words. This
situation has existed all over the years mainly on public High Schools.
Along the time, it is known that students have always had problems
developing reading skills and the principal fact is the traditional methodology
that schools uses to teach a foreign language and as a consequence there
is a deficiency in the development of the same.
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Most of the teacher still uses traditional methods to teach, such as
books and paperwork, this methods have been used the past 50 years and
students rather to learn in a different way by using technology instruments.
It is awkward to believe that some teachers have not realized yet that
there are new ways to teach and to turn their classes more interesting and
to catch students attention, there exist several ones like Internet, Blogs,
forums, videos, multimedia applications that will be very useful in the
learning process.
SCIENTIFIC FACT
Failure of reading comprehension in 10th general basic education
students from Replica Aguirre Abad high school, Zone 8, District 6 Circuit 3,
Province of Guayas, Canton Guayaquil, Mapasingue km 5½, 2015- 2016
academic year.
Causes
Traditional teaching methodologies.
Insufficient use of technology in English teaching.
Incorrect use of online computer applications.
FORMULATION OF THE PROBLEM
What is the influence of ICT in the development of reading
comprehension skill in the students from 10th General basic education in
Aguirre Abad Replica High school Zone 8, District 6,Circuit 3, Province of
Guayas, Canton Guayaquil, Mapasingue km 5½, 2015- 2016 academic
year ?
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OBJECTIVES OF THE INVESTIGATION
GENERAL OBJECTIVE:
To examine the influence of ICT in the development of reading
comprehension through statistical and bibliographic analysis to design a
blog with interactive activities based on ICT.
SPECIFIC OBJECTIVES
• To describe the influence of ICT through a bibliographical and statistical
analysis.
• To characterize the reading comprehension through an interview applied to
the teacher and a survey applied to the students.
• To design a blog with interactive activities by means of the data obtained.
RESEARCH QUESTIONS
Which are the referents related to the ICT in the Reading comprehension
skill?
What is the importance of an interactive blog creation in the process of
reading comprehension?
How does the insufficiency of ICT of education affect the process of
improving reading comprehension?
Which is the reading comprehension level of students from Réplica Aguirre
Abad high school?
Which are the principal aspects of the research to design a blog with
interactive activities?
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What is ICT (Information and communication Technology)?
What are the advantages for the designing of a blog with interactive
activities in the development of reading comprehension?
JUSTIFICATION
This project has a great convenience because students of 10th
basic general education from Replica Aguirre Abad High School will improve
the skills of reading comprehension and thus in future will be graduated with
an excellent academic performance in the English foreign language. The
most important purpose of reading is to understand and comprehend the
ideas in the material read, if there is not comprehension, reading would be
meaningless and empty.
Therefore, this project contributes to science by creating the blog
with interactive activities and new teaching methodologies that will be
developed because teachers can create interactive lessons and the classes
will be more pleasant. The students’ attendance and concentration will be
better; so it is assumed that teachers will be able to apply new technologies
into their English classes to enable their students to learn more effectively.
As it is said by Ofsted, "There is now an unprecedented willingness
in the teaching profession to embrace ICT. Initial teacher training has
provided a strong emphasis on the use of ICT across the curriculum. As a
result, newly qualified teachers accept ICT as an integral part of their
professional life, as do many of their more experienced colleagues.”(Ofsted,
2002, p.4)
It is very important to include ICT in the process of English teaching
learning into classes, in this case by using an interactive blog that will help
students from 10th basic year to enhance their performance on reading skill.
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All these reasons and situations let the authors to know the convenience of
this project.
In addition, it is mentioned in the LOEI article (347 #8) which points
out the incorporation of information technology in the educational process
and promotes the link education with productive activities
In the Plan Nacional del BuenVivir, in the Objective 4.1c, it is mentioned that
ICT should be used as such educational resources and securities of public
education establishments under standards of quality, adaptation and
accessibility.
Such that, this project points out the direct beneficiaries students of
the 10th basic general education in Aguirre Abad replica high school Zone
8, District 6, Circuit 3, Province of Guayas, Mapasingue km 5 ½ ) and as
indirect beneficiaries future students and the educational community that
could use the blog with interactive activities.
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CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND
Educators are concerned about the problems learners display in
terms of reading comprehension, ranging from lack of understanding to
reluctance to implementing reading into their daily activities.
Many researchers have paid great attention to extensive reading as
a tool to approach students’ reading problems, but less emphasis has been
placed on the valuable resource of intensive reading. Likewise, scarce
research has been conducted in Ecuador and other Latin American EFL
contexts where studies have been limited to intercultural education,
immigration, educational policies, and Spanish speakers’ pronunciation,
among others. Evidently, foreign language reading is a vast area which
needs to be explored in these countries. For instance, in her study, Fu
(2014) explored how motivational strategies positively influenced Chinese
EFL learners’ reading comprehension. Among her conclusions, she
mentions that students with stronger instrumental motivational so showed
stronger reading ability.
Additionally, in their study, Pollard and Durodola (2011) explains how
intensive reading contributes to the receptive and expressive vocabulary
development of preschool children. Finally, in her thesis, Susan, (2009)
confirms the importance of teaching different reading techniques to avoid
the students read in an incorrect way. It means that their top down
processing or comprehension not be affected.
Evidently, intensive reading has proved to be advantageous in a
foreign language education.
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Reading comprehension Skill
With the changing of the English curriculum according to the project
directed by the Ministry of Education the study of English has improved.
However, the road to excellence is long and tedious. Although the goals set
by the Ministry of Education is to have the students reach a higher level of
English (A1, A2, B1) according to the Common European Framework of
Reference and Assessment, based on the Communicative Approach; a
couple of ideas are left behind. Ideas such as the critical thinking part of
reading, or in any reading comprehension skills in its inferential levels. Such
is exposed in the Dilemma #3 (Grabe, Dilemmas for the Development of
Second Language Reading Abilities, 2002) which explain the issues found
in the curriculum does not support the study of neither the text structure
awareness of the importance of discourse structure knowledge which
comes to the idea of why the study and practice of ICT is important for the
betterment of reading comprehension skills.
This is something that has been seen all through history. The study
and teaching of the English language started simply to cover a need.
Students' learning was based mainly on the need of knowing grammatical
rules and how to understand a text through them or through the direct
translation of a text. Then, reading skills were limited solely to what you
could get from them to increase grammar skills or how to read aloud,
although reading out loud as it is used today was put in the back burner
back then. Sadly although this method became outdated with the coming of
the direct method in English speaking countries; it is still widely used in
public schools here in Ecuador.
Reading is one of the most common skills to work with because it is
one of the most difficult when children start learning a new foreign language.
In the experience of the research project’s authors on teaching practice,
they witnessed cases where students were capable of reading the words,
but facing too much difficulty in expressing what they understood of the
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reading material. According to different studies, reading skill is very
important to success in school and the most common problems are reading
out loud and the lack of vocabulary because students with reading
comprehension problems are slow to learn new words. All these research
studies allow the authors of these research look for more causes of reading
skills in Ecuadorian national education. This project is based on reading
comprehension-using technology in order to improve student’s
performance.
It was in the 1930s that the teaching of reading began, teachers'
books on reading became popular and reading research and pedagogy
sparked. Alongside this a mesh of three methods (Audio-lingual,
Suggestopedia and Total Physical response) made a small breakthrough in
teaching English to foreign students however; these three methods only
help certain parts of the learning of English but not the whole.
It was not until Jeanne Chall (1967), “a respected Harvard researcher
conducted a systematic analysis of reading research and programs. She
concluded that a code-emphasis method produced better readers “not only
in terms of the mechanical aspects of literacy… but also in terms of the
ultimate goals of reading instruction-comprehension and possibly even
speed of reading.” (Chall, 1967, p. 307 & Barry, 2008, p. 43)
Through the use of basals, the concept of understanding the meaning
of a reading changed the basis of studying texts. However, back on the
1970s; many condemned the basals and labelled them as “over-
emphasizing drills and workbooks” (Ravitch, 2000, p.444). This sparked the
idea of “whole language” which was written in depth by Yetta and Ken
Goodman in the late 1980s.
As there are always differences in teaching methodology, a rift was
created into which reading through phonics, syntax etc. and reading through
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meaning. Whole language appeared as a paradigm in 1978 and focused
mainly on how readers constructed meaning from language. This approach,
however; lacked a unifying concept that gave way to their core methodology
and in a Journal or Reading Behavior (Bergeron, 1990) constructed one:
Whole language is a concept that embodies both a philosophy of
language development as well as the instructional approaches
embedded within, and supportive of that philosophy. This concept
includes the use of real literature and writing in the context of
meaningful, functional, and cooperative experiences in order to
develop a students’ motivation and interest in the process of learning
(p.319).
There are many different topics that have been developed until now
and one of the more relevant is the educational project "The use of ICT in
the process of English learning teaching" (Simbaña, 2013, p.98) this
example of project which has been taken from Quito Central University,
Philosophy faculty prove that the use and development of ICT is essential
in the learning process in order to improve English skills such as reading of
public school students.
The authors of this project have also researched in several
investigations from others Universities suchlike Chile University (Lira, 2008)
in which the topic of reading learning process have been developed with
ICT corresponding pedagogy support. That is why the authors consider the
significance of the enhancement of reading comprehension by working with
ICT tools like an interactive blog, in order to better up reading skill on the
students from public high schools.
None the less, many schools and students around the world still
struggle with literacy development in the first three years of
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schooling. This suggests that there are fundamental barriers to
literacy that continue to exist and that are exceedingly difficult to
overcome by traditional means. With new and evolving ICTs, there
are now new opportunities and supports for reading and writing, and
new research has expanded our understanding about literacy
development and educational reform.
(Campuzano, Dynarski, Agdini & Rall 2009, p.189)
There are two elements that make up the process of reading
comprehension: vocabulary knows ledge and text comprehension. In
order to understand a text the reader must be able to comprehend
the vocabulary used in the piece of writing. If the individual words
don’t make the sense then the overall story will not either. Children
can draw on their prior know ledge of vocabulary, but they also need
to continually be taught new words.
(Brummitt, 2014, p.236)
According to Brummitt-Yale, reading comprehension consists of a
unique combination of sound and vocabulary, word puts and such, and the
relationship among them in order to reach utter understanding because it
cannot be independently. It’s a passive activity, but it sure is active when
we process it in our minds. And the way Campuzano, Dynarski and Rall put
it, ICT’s are the new opportunities and support for reading and writing thanks
to ICT`s activities.
“Five hours on the Internet and the naïve subjects had already rewired their
brains,” (Small, 2007,p.147)
According to that phrase that Gary Small wrote, reading wakes up
minds from the unknown, from the old belief, from the naïve. Reading is
knowledge on paper, noted information that can be entertaining too.
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THE ICT
DEFINITION
(Information and communications technology or technologies) ICT is
an umbrella term that includes any communication device or application,
encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the various
services and applications associated with them, such as videoconferencing
and distance learning. ICT are often spoken of in a particular context, such
as ITC in education, health care, or libraries. The term is somewhat more
common outside of the United States.
This new learning method is part of the technology phase the world
is going through. Information and communication technology encompasses
the realm of instruments and gadgets that make learning dependable on
them but very efficient at the same time, providing visuals, listening and
digital listening, recordings of our own voice, video and worldwide
connection where learning is no longer limited to certain areas.
ICT IMPORTANCE
Specialized Business and Industry Uses of ICT- As enabling
technologies, ICT is used strategically in almost all businesses and
industries. Many have developed specialized systems and uses of ITC, and
many have specialized legal and regulatory requirements; quality control
systems; integrations with production and research equipment and
systems: security requirements; and systems; security requirements; and
software applications.
The use of this new science if we can call it that is that it prepares the
student from an early age to the goals and achievements that await society
at the end, the corporate world. Students are trained with technology at first
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hand basis, making them aware of how the industrial world moves and the
way society is based upon that productive axis of motion and production.
ICT TYPES
BLOGS
Educational blogs are becoming a means for educators, students,
and education administrators to interact more effectively than ever before.
They are also a great resource for those searching for the best online
education programs to jumpstart their teaching careers.
According to educational specialists Drs. Fernette and Brock, the use
of blogs in an educational setting produces several benefits. These benefits
include the promotion of critical and analytical thinking, increased access
and exposure to quality content and a combination of solitary and social
interactions with peers. The educational benefits of blogging can also
extend to the administrative and teaching aspects of how a class operates.
Educational Development Officer at The Hong Kong Polytechnic
University, and Dr. Axel Bruns, Media and Communication, Creative
Industries faculty member at Queensland University of Technology, suggest
that students can benefit from the structure of a blog in several ways. A blog
provides students with an opportunity to demonstrate critical thinking skills
and to employ language and writing principles that demonstrate analytical
thought and comprehension. Blogs also give students a platform from which
creative risks can be taken, Duffy and Bruns say. As students are given
writing assignments for blog posts, they will learn the benefits of
commitment, scheduling and planning as they strive to meet deadlines and
stay on topic.
http://oedb.org/http://oedb.org/rankings/online-education-programs/http://oedb.org/rankings/online-education-programs/
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As students apply various skills learned in the classroom to reading
a blog, the chances that they will encounter scholarly material increases,
say the Eides. When given a topic to write about, a student is likely to seek
out data that supports her point of view. She may find content from a variety
of sources and, through trial and error, will learn the difference between
authoritative and non-authoritative sources. Blogging is an effective
educational tool and can be used as part of the course requirements or as
an extra credit endeavor. Either way, the blogs should be relevant to
material covered in the classroom.
EMAILS
Research into the pedagogical benefits of email is gaining popularity.
The use of email for feedback in the classroom is lending the medium a new
level of credence as an educational tool. Assuming that email will only
continue to grow in popularity, it behooves one to develop some guiding
principles for the implementation of this medium. Currently, there is
extensive research into the role feedback plays in education. However,
there is little research outlining practical advice on how best to use email as
a feedback tool. This article examines the nature of feedback in education,
discusses technology implementation issues of email as a feedback and
communication tool, and provides a list of suggestions for incorporating
email into the classroom to make the most of the medium’s relative
advantages.
That feedback has an influence on learning is indisputable and
undeniable, and feedback’s varying roles in instruction are heavily
researched concepts (Mory, 1992). Understanding how feedback facilitates,
and, in some cases, hinders transfer of knowledge is essential to creating
effective instruction. Researchers have focused on the many aspects and
roles of feedback in hopes of developing some synthesis that will increase
learner performance and improve instruction. Researchers such as
Bangert-Drowns, Kulik, Kulik and Morgan (1991), Brinko (1993), Clariana,
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and Lee, (2001), Clariana, Wagner, and Rohrer-Murphy (2000), Kulhavy
(1976), Kulhavy and Stock (1989) Kulik (1988), and Mory (1992) to name
only a very few, have sought to discern the complex role feedback plays in
learning. While many studies have been convincingly conducted trying to
ascertain how feedback best works in certain circumstances, a consensus
has yet to be reached in most, if not all, areas, and, as Clariana (2000)
writes, “There are a number of unanswered questions and perhaps even
more unquestioned answers”(p. 2).
Students react to content, share challenges, teach each other, learn
by stating and understanding, clarify assumptions, experiment, own new
skills and ideas.
FORUMS
Discussions can be an excellent strategy for enhancing student
motivation, fostering intellectual agility, and encouraging democratic habits.
They create opportunities for students to practice and sharpen a number of
skills, including the ability to articulate and defend positions, consider
different points of view, and enlist and evaluate evidence.
(Davis, 1993, p.98.)
Online forums are also known as discussion boards or message
boards. They enable users of a website to interact with each other by
exchanging tips and discussing topics related to a certain theme. Learning
through online forums is an important learning strategy for students to
improve their language skills. (Brookfield & Preskill, 1999, p.162)
http://www.inquiriesjournal.com/keyword/language
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With the rapid development of computer-mediated communication,
online forums have become more involved in classroom settings to promote
student critical thinking, knowledge construction and language learning
autonomy. Student’s learning and teacher’s teaching could be enhanced
by technology if used appropriately. Technology could encourage more
independent and active learning among students (McKimm, Jollie, &
Cantillon, 2003). A key reason for the use of technology within a learning
situation is to enhance the quality of learning and teaching (Groves &
O'Donoghue 2009).
Technology is a child that will always be in this word. Communication
is his brother because they are so alike, and information is their sister, the
one that they protect and take by the hand anywhere it needs to go and be.
In this world, we need such information to be given to us as quick as
possible and in the most reliable and suitable way. That information needs
to be communicated among us and delivered the best way possible
throughout the latest gadgets and instruments available, from a digital
organizer to a desk top computer to a palm device and to be exaggerated,
even to a space craft somewhere in the cosmos. Implying this concept in
education can only be beneficial for future generations. There are many
ways of getting to students but we must try our best to find the most effective
way in doing so. It is not possible to be still stuck the way we learned. A
teacher’s job is to find innovating ways to make learning easier and
proficient. ICT is interactive in every aspect for learning. Activating students
mind to the real world level, training them indirectly to the customs of the
way the world functions and the way society bases itself on this dependable
system. Students with get accustomed to the ICT system in their
educational reading methods will get accustomed to the reading routine.
Being an intensive reader can only create a better reader has a lot more
options in success.
http://www.inquiriesjournal.com/keyword/technology
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ENGLISH LEARNING
It comes down to where the mindshare is and how various cultures
and people respond. Truth is, you don’t have to speak English. Many people
will lives doing exactly that. However, learning to speak English when your
life ambitions take you into science, corporations, research and many other
technically oriented pursuits will prove to be a significant advantage. Much
of this work gets done in English, others seek to build on it, industry adopts
it or new technology and industry forms in English speaking cultures and
that sustained activity over time adds a lot of value to English, forming that
“center of gravity” (Scarcella, 2003, p.81) Academic English: A conceptual
Framework. Linguistic Minority Research Institute Newsletter. University of
California, Santa Barbara.
According to Scarella, it is said that English language is important for
several people because they want to have a better employment, a better
life; however, some people do not like to learn a foreign language; but, for
me it is important because nowadays English Language is the universal
language in the world.
ENGLISH LEARNING IMPORTANCE
The latest and the most advanced discoveries and inventions in
science and technology are being made in the universities located in the
United Sated of America where English language is the means of scientific
discourse.
Over the years, English language has become one of our principal
assets in getting a global leadership for books written by Indian authors and
for films made by Indians in English language. A famous Indians movie
maker ShekharKapoor’s film “Elizabeth” has got several nominations for
Oscar Awards. It does not require any further argument to establish the
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advantage English language has brought to us at the international level
(Wong & Snow, 2000, p.196)
What is a learning style?
Described a learning style as the more or less consistent way in
which a person perceives, conceptualizes, organizes and recalls
information. Your students’ learning styles will be influences by their
genetic make-up, their previous learning experiences, their culture
and the society they live in” (Ellis,1985, p.68)
The way we learn depends on our heritage, bloodline, background,
surroundings and how we grow up. Those are the main characteristics
in which we get tour knowledge and the way we get wisdom and full
understanding. Thus, teachers must adapt to the way students learn.
Plan, teach / act observe and reflect are other ways suggested by
Davidoff and Van den Berg (1990). Their suggestions are also supported
by the following statements:
Students learn better and more quickly if the teaching
methods used match their preferred learning styles.
As learning improves, so too does self-esteem. This has a
further positive effect on learning.
Students may prefer a visual (seeing), auditory (hearing),
kinetics (moving) or tactile (touching) way of learning.
Students who have become bored with learning may become
interesting once again.
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The student-teacher relationship can improve because the
student is more successful and is more interested in learning.
The four modalities (originates from the work of Dr’s Bandler,
R. and Grinder, J. in the Field of Neuro-Linguistic
Programming)”
Students and teachers must coordinate in their class encounters and
the way teaching and learning are being conducted. Teachers must know
the way their students learn, whether visually, kinesthetic, tactile or aural.
And teachers must plan their activity in a combination of such learning styles
in order to reach students with the topics, aims and objectives that they must
learn.
Davidoff and Van den Berg (1990) suggest four steps:
Plan.
Teach / act.
Observe and
Reflect.
Here are some guidelines for each step
Students learn better and more quickly if the teaching methods used
match their preferred learning styles.
As learning improves, so too does self-esteem. This has a further
positive effect on learning.
Students who have become bored with learning may become
interested once again.
The student-teacher relationship can improve because the student is
more successful and is more interested in learning.
The four modalities (originates from the work of Dr’s Bandler, R. and
Grinder, J. in the Field of Neuro-Linguistic Programming) Students
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may prefer a visual (seeing), auditory (hearing), kinesthetic (moving)
or tactile (touching) way of learning.
ENGLISH LEARNING CHARACTERISTICS
What do successful learners have in common? Are there different
varieties of English? If so, what are the differences between them?
Scholars tend to distinguish between academic and conversational
English. Academic English refers to the language used by the
educated and is needed to function at the university level and
beyond. Conversational English is the language used in everyday,
ordinary situations. Unfortunately, second language learners often
fall into the conversational English usage category. Many of them
have been schooled for several years in the United States, yet they
still display striking deficiencies in reading and writing in academic
contexts. The situation is very frustrating because there is clear
evidence that some educators are still unaware of what academic
English is and the situational obstacles related to it” (Wong & Snow,
2000; Ferris, 2002; Ferris & Hedgecock, 1998).
Learning English can come in many faces. There is the formal,
informal, textual and authentic to mention a few. There are also many ways
for this to take place and it all depends where the learning community is for
the learner. Language learning comes from the classroom, but only the
proper, textual way. However, authentic language learning and informal
type comes from the students’ surrounding area, neighborhood and social
ambience.
In English learning, we can say that it is very important for non-
English speakers to have the abilities acquired eventually in order to be
involved in the English realm. Student need to get gradually acquainted in
order to reach language learning.
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Language is the systematic mean of communicating with the use of
sounds or symbols, coded with expressions or word of mouth. It’s metal
power of vocal communication of ideas, feelings or gestures. It is also
specific ideas, speech, expressions of ideas using voice and articulated
sounds created by the tongue, mouth, throat, palate and lips. It is specific
to us, meaning that it distinguishes us from other living things. It is a gift that
allows us the send each other messages, expressions and any other way
to make ourselves be understood.
Symbols are written communication building words that are in a set
know as vocabulary that according to their syntax and grammar the define
meaning.
READING SKILL
This research project has been based on the importance of
comprehension on reading skill; but why is it important the reading skill? In
order to talk about the bearing of this, it is essential to know the concept of
comprehension. According to the dictionary (Merriam-Webster, 2015),
comprehensions: “The ability to understand, the act or action of grasping
with the intellect and the capacity for understanding"(p.56), as this definition
indicates, the comprehension process involves understanding, if there is not
understanding it is not possible to continue working up a text and there is
not possible to communicate. This project looks forward to have a better
process by ameliorating student’s comprehension.
It is also considered important to set up the meaning of reading and
what does it involves. According to the Merriam-Webster dictionary defines
the word reading in this way: (to receive or take in the sense of as letters or
symbols, especially by sight or touch, This definition lets the authors of this
project to realize that reading is not only the act of recognize the letters or
the words in a text. Reading is to understand a message, an idea or an
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opinion that the writer has done. Reading is another way to discover a new
culture.
Reading is a useful tool for the self-learning, because through
reading, the students can learn new things on their own rhythm. Reading is
considered the most boring skill that is why it was chosen in this project.
“A mind needs books as a sword needs a whetstone, if is to keep its
edge” (Martin, 1997, p225)
Like Mr. Martin (1997) expressed in his famous fantasy book “A game
of thrones” Book 1; a mind to be sharp, needs the knowledge that can be
acquiring by reading books. Reading can allow the mind to be as quick as
lightening as sharp as the knife’s edge and can reach the highest peak of a
mountain with only one thought. This thesis seeks to express why is it
necessary to incorporate the ICT in reading comprehension in public
schools curriculum of the English language.
To determine what reading comprehension is, the authors can cite
the definitions below:
“Reading comprehension is one of the pillars of the act of reading.” (Smith
2008, p.145)
If can also be cited that “Comprehension strategies are specific, learned
procedures that foster active, competent, self-regulated and intentional
reading.” (Trabassco & Bouchard, 2002, p. 177). And “Comprehension is
the ultimate goal of reading” (Hock & Mellard, 2005)
According to the definitions that these authors state, the creators can
conclude that reading comprehension in the goal that we must encounter
when reading and be able to have utter understanding. Thus, knowing how
to read was and still is a need in today’s classrooms. This project is targeted
to students that are subjected to learn how to read English in an easier way.
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Using ICT’s activities, our target to make students reach reading
comprehension will be reached.
The Interactive Reading Model, as developed by Rumelhart in 1977,
describes a model of the reading process and the way linguistic
elements are processed and interpreted by the brain. The model
combines both surface structure systems – the sensory, bottom-up
portion of reading – with deep structure systems – the thinking, or
top—down, aspects of reading – to build meaning and memory for all
learners.” (1980, p.248)
According to Rumelhart, Reading is a combination of interpretation
and information processing done by the brain. It analyzes the wording that
is Reading by first sensing the information from specifics to global and then
giving it meaning from the analytical point of view to the specifics.
This method of understanding uses knows of letter sound
relationships, lexical or word knowledge and syntactic or contextual
understanding of the text to make meaning of previously unknown
material. This type of processing can be assisted by the teaching of
phonemic awareness and sentence structure skills. Students who
use only surface structure approaches to understanding often find it
difficult to comprehend the text. (Top-Down Design,
Masi.cscs.Osa.umich,edu. September 19, 2011)
The except above tell us that the sensory part of Reading gives us
the stimulation of our prior learning through lexical and word knowledge in
order to understand what we are reading; however, this type of process is
limited unless learning sentence structure skills and having an
understanding of phonemic knowledge can make Reading comprehension
complete.
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Deep structure processing, also known as top-down processing, is
the thinking aspect of reading. This method employs vocabulary
knowledge, background knowledge and social construction to derive
meaning from text. This type of processing is often easier for poor
readers who might have trouble with word recognition but have
knowledge of the text topic. Vocabulary instruction is imperative for
these learners to build a larger pool of knowledge on which to draw
when faced with unknown. (Hopperton,1998, p.98)
According to global post, it’s mentioned again that the top down
processing is the aspect that gives reading thought with the help of
vocabulary, background knowledge and a social construction to get
meaning as a whole. It is recommendable for students that have weak
vocabulary so they could gradually build their vocabulary.
Interactive read aloud are important learning opportunities for
emergent readers because teachers and peers can actively model
and scaffold comprehension strategies, engage readers and cultivate
a community of learners. Using data from a 9 month ethnographic
study in an urban kindergarten classroom, this article describes how
the teacher’s approach facilitated rich interaction in the classroom as
students read and made sense of stories together. Findings of this
study demonstrate how interactive read aloud were important
learning opportunities for open-ended responses combined with
specific reading instruction. The interactive read aloud created a
space where meaning was constructed through dialogue and
classroom interaction, providing an opportunity for children to
respond to literature in a way that builds on their strengths and
extends their knowledge (Rumelhart & Norman, 1978, p.136)
Another important step in Reading is building knowledge and skills.
Scaffold comprehension strategies are very important in order to prepare
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students gradually with such comprehension strategies. Making sense of
stories and having students elaborate in class about the readings aloud is a
productive way for learning to take place because it builds vocabulary,
provides fluency, and helps recognize pleasant reading and Reading
comprehension to be constructed into English learners.
Interactive reading will from a better relationship with you and your
child, with your child and the teacher, it will provide the child with
basic speech skills that they would otherwise be lacking in their home
setting. Logical thinking skills, better communication skills, enhanced
concentration skills, interactive reading definitely has many
advantages for your child and will prepare them better for the future
in the world. (Jonassen, 1998, p.3).
According to this information, the relationship between child and
parent(s) will improve just as much as the rapport between teacher(s) and
student(s). The logical thinking, communication, concentration skills in the
interactive reading process will give the child and the student advantages in
reading comprehension and other aspects that will help them in the future
as well.
Once Children start school, difficulty with reading contributes to
school failure, which can increase the risk of absenteeism, leaving school,
juvenile delinquency, substance abuse, and teenage pregnancy all of which
can perpetuate the cycles of poverty and dependency.
Reading aloud in the early years exposes children to story and print
knowledge as well as rare words and ideas not often found in day to day
conversations or screen time.
Reading aloud gives children the opportunity to practice listening a crucial
skill for kindergarten and beyond.
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Several characteristics seem to distinguish effective from ineffective
teaching programs. Pre-teaching vocabulary in order to increase
learning from text will be more successful, if the words to be taught
are key words in the target passages, if the words are taught in
semantically and topically related sets so that word meanings and
background knowledge improve concurrently, if the word meanings
and background knowledge improve concurrently, if the words are
taught and learned thoroughly, if both definitional and contextual
information are involved, if students engage in deeper processing of
word meanings, if only a few words are taught per lesson and per
week. (Hudson, 1982, p.97).
Vocabulary is one main characteristic for reading comprehension to
be accomplished. If there is no vocabulary knowledge, then there won’t be
any comprehension in reading. The whole concept to reach sound and clear
understanding is to be able to comprehend thoroughly the information that
we are reading to get to conclusions with the information that we have
gotten.
READ ALOUD
Every teacher should know how to do an interactive read aloud. Here
is why it works and how do it. When you considerer a framework for
best literacy methods within a classroom, daily read aloud from a
variety of genres should be a foundational teaching practice. There
are a variety of purposes for reading books out loud. Sometimes it is
simply for pleasure, and that is an experience many students never
received. Other purposes can include to develop background
knowledge necessary for understanding a topic target vocabulary
development demonstrate prosody learn how to inference, make
judgments and use meta-cognition strategies integrate higher order
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questioning skills set the stage for a unit or lesson develop
connections to a text ( Klare, 1974, p.368)
It gives out the instructions on how to have interactive reading in the
classroom and why it is important to do so. It advices to have different types
of genres (kinds) of books to indulge pleasure, develop background
knowledge for understanding better a topic, vocabulary development, how
to infer, judge or use meta-cognitive strategies or just include sets of
question skills to develop connection and utter understanding in the student
so frustration won’t take place.
Even though reading is a complex process, cognitive psychologists
generally agree that reading is an active thinking process. Four aspects of
the interactive view of reading can help define this process:
1. Readers use both what they know and information from the text to
construct meaning;
2. Readers elaborate what and how they read;
3. Readers continually monitor their understanding to see if it makes
sense; and
4. Readers use the situational context to focus their purposes and
frame attitude toward the literacy event.
The interactive model of reading can from a framework for analyzing
reading difficulty. Reading difficulty occurs when one of the reading
process in excluded for an extended period of time. When there is a
mismatch between the students’ reading behaviors and reading
instruction, readers use compensatory strategies to construct meaning.
With each of the four aspects of the interactive model of reading, reason
for reading difficulty can be explained in terms of an interaction between
student behaviors and classroom instruction, thus illustrating the
powerful influence teachers and schooling has on remedial reading. The
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Interactive Model of Reading: Deciding how disability Occurs. (Walker,
1989, p.113).
Barbara Walker, 1989 informs that the four concepts in the interactive
reading process must be used in order to have full reading
comprehension. To make sure this always takes place, it is to
understand the class management should be in play at all times too.
Concentration must be fully present so students won’t have a behavior
other than the one that should be in place when reading, discipline and
concentration to the full instructions. Otherwise, frustration and no
understanding will gradually take place.
IMPORTANCE
Toddlers are at a stage where they are learning their language
communication skills and experimenting with word meanings using
visual and auditory senses. Reading to children while they are still in the
0-4 age range is critical in their overall development. Today there are
many tools for toddlers to use such as interactive books or even
computer programs with interactive stories. Sitting down and having a
toddler watch a parental as he/she reads to them is a classic approach.
Bringing a story to life using hand gestures, voice, and facial expressions
to spark the imagination, encourages creativity in children. This does not
mean one has the completely dismiss the use of the interactive books
available today. In fact, these tools with interactive stories can actually
be helpful in giving the child a complete visual sense of the characters
in them. (Weimer, 2011)
It is clear that reading is important for a human being since birth. It
ignites creativity, imagination, when using the natural approach
(Reading to the child and using corporal expressions). The use of
interactive books is useful and helpful as well because they can also give
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children a visual sense of the characters that are included in the stories,
making meaning a lot more complete.
READING ADVANTAGES
There are many benefits to reading aloud:
Helps children associate reading with warm and pleasant
feelings.
Increases communicate with the person reading.
Introduces new concepts in a fun and engaging way.
Builds listening skills, vocabulary, memory and language skills.
Develops imagination and creativity.
Helps children gain information about the world and relate
characters, setting and plot to their own lives.
Helps develop personal interests.
Teaches positive behavior patterns, social values and positive
attitudes toward self and others.
Teaches about print concepts.
(Family Literacy Foundation, 2002 Trelease, 2001; Schickedanz,
1999) These are some of the unlimited benefits that reading aloud,
in class, during open floor discussion has. Students will benefit from
all these skills that they will put into practice in the classroom, giving
students confidence, lecture management and self-control when it
comes to reading.
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CHARACTERISTICS OF INTERACTIVE READINGS
CHARACTERISTIS OF READER
Proficient readers are both efficient and effective. They are
effective in constructing meaning throughout the reading process,
and this meaning bears some level of agreement with the original
meaning of the author. They are efficient in using the least amount of
effort to achieve effectiveness. To accomplish this they maintain
constant focus on constructing the meaning throughout the process:
They always seek the most direct path to meaning;
They always use strategies for reducing uncertainty;
They always selective about the use of the cues available
and…
They use their own knowledge about language and their
experiences to predict and construct meaning as they read;
They minimize dependence on visual detail.
Any reader’s proficiency is variable, depending on the semantic
background brought the reader to any given reading task. (Goodman, 1988)
According to Goodman, having reading proficiency is an advantage
that gradually is acquired. Being a proficient learner and able to get the gist
of a reading excerpt as quick as possible is something that needs rich
vocabulary to find meaning, applying comfortable strategies of your own and
being selective of the clues that are effective too.
TYPES OF INTERACTIVE READING
Interactive reading uses a scaffold method of assessing and
supporting children’s vocabulary and language development. As the child
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becomes increasingly familiar with a book, the adult reads less, listens
more, and gradually uses higher level prompts to encourage the child to go
beyond naming objects in the pictures to thinking more about what is
happening in the pictures and how this relates to the child’s own
experiences. (Prensky, 2004, p. 227).
Scaffolding is a method that makes the students become eventually
independent language learners. With this type of interactive reading, the
student will slowly take over as the one doing most of the reading. The
student is like being coached into the reading activities, seasoned for the
student to become completely independent and eventually mastering the
reading skills.
Multi-Purpose reading: Help children learn vocabulary, talk about
story in own words, recall story plot, and make connections dialogic
reading: an effective way to read to preschoolers. This type of
reading gets more complex due to the fact that it helps students cover
more fields in the reading spectrum. Assistant students in the
vocabulary, rephrasing, recalling and connecting ideas concepts.
(Berge & Collins, 1996, p.98)
Something that is interactive involves input or actions on the part of
the user. Interactive reading this requires some action or involvement on the
part of the reader. In short, interactive reading encourages the reader to do
more than simply read printed text. Print books with alternative endings,
books with hyperlinks, virtual books, websites and even blogs and wikis are
examples of things that can be a read interactively. In these examples, the
action of the reader influences or enhances his or her experience of a text.
Elementary school teachers expose their students to various forms
of interactive reading to teach language art skills and to facilitate reading
comprehension. Teachers use a variety of tools, methods and interactive
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lessons to increase retention of topics and further learning. Interactive
learning materials such as companion websites provide additional
involvement beyond the text. Examples of such materials include online
games, virtual books with interactive skill-building exercises, videos and
other multimedia teaching aids.
TYPES OF READING
As it is well known, there exist several types of reading, and
according to Brown (1989) the most important are; Intensive and Extensive,
which subdivide itself in skimming and scanning.
INTENSIVE READING
As it was explained by Brown (1989) intensive reading is aimed to
highlight the grammatical forms, is it about searching more details and
structure of a text trying to obtain literal meaning. Students usually use
intensive reading when they need to achieve a full understanding of a text.
Long and Richards (1987) assure that intensive reading is called
narrow reading because it usually involve students reading to understand a
text trying to find the most of details; intensive reading help students to
improve their reading comprehension because when the more they are
familiarized with a topic, the more comprehension is obtained.
EXTENSIVE READING
By the other hand, the extensive reading is aimed to obtain a general
understanding not specific details, just as Richards and Long (1974) affirm
that the objective of this reading is to shape the reader assurance and
amusement. Intensive reading take place when students read a huge
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amount of a text, most of the time, the kind of reading are not linked to the
class, contrarily, it is interesting material that they like to read to enjoy
themselves such as biographies of their favorites artists, concentrating on
meaning and ignoring if there exist unknown words in the text.
As Nuttall (1982) suggested; extensive reading should be the most
important tool to develop the interest of students on reading comprehension
skill in second language learning, because it is a free voluntary reading that
involves students to improve their understanding.
TECHNIQUES IN READING COMPREHENSION
The writers of this thesis will now explain the strategies that helped
create reading fluency through the practice of both skimming a text for the
general message of a text and scanning a text for specific details. The issue
of practicing skimming was written at length in “Teaching Reading skills in
a foreign language” by Christine Nuttall (2005, pp. 49-50).
Skimming works on accuracy and finding overall message, it falls under
the top-down approach and requires a lot of practice since it takes time for
students to accurately come up with the sense of the message based purely
on understanding of the text as a whole in very little time (Nuttall, 2005, pp.
152-153).
Scanning, on the other hand; requires that the students glimpse rapidly
through the text to identify and define its gist (Nuttall, 2005, p. 49). Usually,
scanning is a task delivered orally and requires to set a very short time limit.
This technique seeks to find the importance of certain parts of the text,
whether or not the text itself is worth the while of reading it through for
whichever task has been set in the second methodological stage of class.
The teacher must know how to find ways to resolve the problems the
students could have and what to do about it so that they can see how parts
of it contribute to the whole. (Nuttall 2005, p. 159).
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STRATEGIES IN READING COMPREHENSION
Some strategies mentioned before could be seen as being subskills
belonging to reading comprehension. Many author (Aron et al., 1976; Shub
et al., 1973; Rosenshine, 1980) classified the reading comprehension skills
in two different types:
a) Locating details, defined as those types of skills that were about
“recognition, paraphrasing and/or matching” (Hudson, 2015, p. 80)
b) Simple inferential Skills, defined as skills seeking for
“understanding of word in context, recognizing sequence of events,
and recognizing cause and effect relationships” (Hudson, 2015, p.
80).
Another classification, took up in diving reading skills according to their
development:
a) Reading skills development
b) Reading comprehension development
c) Reading research and study skills (Gordon, 1982, p. 41) (Hudson,
2015, pp. 82-83).
When Bloom’s taxonomy came about in 1956, it “attempted to define
levels of cognitive and effective processing that represent different levels of
educational objectives” (Hudson, 2015, p. 85) and determined several skills
for reading comprehension.
As previously stated, cognitive skills hold all of which competences from
both the lower-level processing and higher level processing. However, there
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is still some controversy as to the hierarchy of reading comprehension skills.
The author of “Teaching second language reading” expressed the following
hypothesis about how to consider skills and their hierarchy: Skills or
subskills may be at different levels depending on whether their general
dispersion is at more difficult or less difficult locution on the difficulty
continuum.
Basically, skills like ICT may overlap between the reading levels of
comprehension proposed by Gordon (1982). As such, strategies such as
cognition and Meta cognition. (Hudson, 2015).
The authors of this research project will write about the Met cognition
strategies in reading comprehension. The instruction of this strategy
“focusses on providing explicit instruction and feedback about how and
when to use strategies to support learning” (Davis, 2011, p.7).
Metacognition is defined as “cognition on cognition”, which means that the
reader needs to be aware on how he or she learns and how to effectively
learn a topic (Davis, 2011, p. 7). It includes the use of prior knowledge to
relate and make connections, the ability to strongly recognize the
importance of self-motivation and self-engagements in the text and the
work, the ability of constantly use several reading strategies at once or in a
sequenced matter and know which effectively lead to better comprehension
of a text, and finally, how to self-evaluate their learning process and change
strategies accordingly (Davis, 2011).
Metacognitive learners are not only aware but know how to “control and
manipulate their own cognitive processes in order to learn” (Davis, 2011, p.
8). Conversely, the mental activities that lead to a higher level of
comprehension have been termed as metacognitive comprehension
strategies (Davis, 2007; Paris and Jacobs, 1984; Presley, 2002, 2006)
(Davis, 2011). According to Davis, is important that the teacher makes
students aware of their own learning throughout all their schooling years.
This will help them to be efficient skilled readers (2011, pp. 9-13)
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Light type of reading
Reading for leisure tends to be ‘light’:
Read at a pace which feels comfortable.
Read with understand.
Skim the boring, irrelevant passages.
An average light reading speed is 100-200 words per minute. This form of
reading does not generally require detailed concentration.
Word by word type reading
This type of reading is time consuming and demands a high level of
concentration. Some material is not readily understood and so requires a
slow and careful analytical. People use this type of reading for unfamiliar
words and concepts, scientific formulae. It can take up to an hour just to
read a few lines of text.
Reading is just an art. It must interpret what it is seen and try to
convey concrete understanding when looking at a piece of art and so we
must do the same in order to get the gist in textual reading. Academically,
research has shown that reading has a lot to do with academic success; the
better the reader, the better the scores of any subject that deals with such
skill. Possessing the art of reading is to understand individual sentences
and the structure, which organize an excerpt of writing. Comprehending
opinions, ideas, arguments, discussions and implications are part of also
knowing the vocabulary involved in the reading and this gives the advantage
of determining the meaning of unfamiliar words that may be in the context
as well. In other words, a good reader can get the gist of the text and elicit
the main ideas of it in a quick way.
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As the authors have mentioned earlier, vocabulary knowledge and
reading comprehension have a correlation between each other, a marriage.
Student that has a vast vocabulary knowledge is because it is a good reader
and the way to become a good reader in because of the extensive reading
and if a person reads extensively then that person is more likely to be or
become a good reader.
To conclude, the authors of this research project believe that reading
should be encouraged at all times in the English classroom. It gives the
students the advantage of becoming a good reading is done extensively and
meaningfully with the help of dictionaries, reading aloud, reading silently,
reading non-fiction and even reading fiction and in the mother tongue too.
As long as it’s done extensively, the student will develop reading
competence that will be essential for his or her academic success.
THEORETICAL FOUNDATIONS
PEDAGOGICAL FOUNDATION
Pedagogy is the science and art of education. Pedagogy is one of
the branch of psychology; Pedagogy and psychology are both connected
because psychology gives the first steps and bases to develop the
pedagogy.
Pedagogy is defined as a kind of conscious activity by one person
designed to enhance the learning for another (Watkins & Mortimer, 1999)
Pedagogy is formerly defined as the method that professors use in
the teaching-learning process enhancing the performance of their students.
In fact, pedagogy must be defined