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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
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
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
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
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
TABLE N°2 AND GRAPHY N°2 ..................................................................... 60
xvi
TABLE N°3 AND GRAPHY N°3 ..................................................................... 61
TABLE N°4 AND GRAPHY N°4 ..................................................................... 62
TABLE N°5 AND GRAPHY N°5 ..................................................................... 63
TABLE N°6 AND GRAPHY N°6 ..................................................................... 64
TABLE N°7 AND GRAPHY N°7 ..................................................................... 65
TABLE N°8 AND GRAPHY N°8 ..................................................................... 66
TABLE N°9 AND GRAPHY N°9 ..................................................................... 67
TABLE N°10 AND GRAPHY N°10 ................................................................. 68
TABLE N°11 AND GRAPHY N°11 ................................................................. 69
TABLE N°12 AND GRAPHY N°12 ................................................................. 70
TABLE N°13 AND GRAPHY N°13 ................................................................. 71
TABLE N°14 AND GRAPHY N°14 ................................................................. 72
TABLE N°15 AND GRAPHY N°15 ................................................................. 73
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
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
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.
19
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
FREQUENCY PERCENTAGE
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%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
0 0%
1.Strongly
disagree
3 7%
2.Disagree
GRAPHIC No.2
FREQUENCY PERCENTAGE
16 17
4
10% 40% 43%
3.Neither 4.Agree 5.Strongly
agree nor agree
disagree
40
100%
Total
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
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%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No.3
FREQUENCY PERCENTAGE
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
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
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%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 4
FREQUENCY PERCENTAGE
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
ALTERNATIVE FREQUENCY PERCENTAGE
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%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 5
FREQUENCY PERCENTAGE
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
Discuss of surveys results
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
FREQUENCY PERCENTAGE
0
0
1
13
26
40
0%
0%
5%
30%
65%
100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 6
FREQUENCY PERCENTAGE
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.Strongly disagree 1 2%
2.Disagree 0 0%
3.Neither agree nor disagree 2 5%
4.Agree 10 25%
5.Strongly agree 27 68%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 7
FREQUENCY PERCENTAGE
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
Discuss of survey results
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
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
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
Discuss of surveys results
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
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.No 0 0%
2.A little 16 40%
3.Undecided 4 10%
4.Almost nothing 9 22%
5.Yes 11 28%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 10
FREQUENCY PERCENTAGE
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.No 3 8%
2.A little 15 37%
3.Undecided 6 15%
4.Almost nothing 8 20%
5.Yes 8 20%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 11
FREQUENCY PERCENTAGE
40
15
6 8 8
3
8% 37% 15% 20% 20% 100%
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
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%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 12
FREQUENCY PERCENTAGE
11
10
6
4
15% 50% 10% 25%
1. Never 2. Very few 3. Sometimes 4. Almost
times always
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.No 1 2%
2.A little 15 60%
3.Undecided 6 15%
4.Almost nothing 9 23%
5.Yes 9 0%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 13
FREQUENCY PERCENTAGE
15
9
6
1
2% 60% 15%
23%
1.No
2.A little 3.Undecided 4.Almost
nothing
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.No 3 8%
2.A little 16 54%
3.Undecided 6 15%
4.Almost nothing 9 23%
5.Yes 6 0%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 14
FREQUENCY PERCENTAGE
40
16
6
9 6
3
8% 54% 15% 23% 0% 100%
Discuss of survey results
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
ALTERNATIVE FREQUENCY PERCENTAGE
1.Strongly disagree 0 0%
2.Disagree 0 0%
3.Neither agree nor disagree 0 0%
4.Agree 9 22%
5.Strongly agree 31 78%
Total 40 100%
Source: Unidad Educativa "Otto Arosemena Gómez"
Elaborated by: Fabiola Morán and Andrea Granda
GRAPHIC No. 15
FREQUENCY PERCENTAGE
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 %
77
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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ANNEX
99
100
101
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
comprensión de lectura?
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
comprensión de lectura?
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.
104
105
106
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.
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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!!
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During Reading
9
Comprehension Questions 2:
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.
2. Have the students share their results with the rest of the class.
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
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Comprehension Questions 3:
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.
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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
Comprehension Questions 4:
1.- Choose the correct option according the text.
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
Retrieved from: http://www.myenglishpages.com/
Comprehension Questions 5:
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
1. Read the text out loud to the students or have the students read the
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.
Retrieved from: http://www.myenglishpages.com/
During Reading
World Water Day
29
Comprehension Questions 6:
1.- Choose the correct option according the text.
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.
2. Have the students share their results with the rest of the class.
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
1. Read the text out loud to the students or have the students read the
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.
Retrieved from: http://www.myenglishpages.com/
Comprehension Questions 7:
1.- Choose the correct option according the text.
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.