# data[].attributes.body
1. McVeigh, F. (2019). International Literacy Association. Retrieved from Creating passionate readers through independent reading: https://campusvirtual.unah.edu.hn/pluginfile.php/1641205/mod_resource/content/1/Creating%20Passionate%20Readers%20Through%20Independent%20Reading.pdf

2. Pearson, D., & Duke, K. N. (2021, April 21). Effective Practices for developing Reading Comprehension. Retrieved from https://campusvirtual.unah.edu.hn/pluginfile.php/1641206/mod_resource/content/1/Effective%20practices%20for%20developing%20reading%20comprehension.pdf

3. Lahuerta, A. C. (1998 - 1999 ). L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension. Revista de Lenguas para Fines Específicos N"" 5 y 6, 110- 125 .

4. Petty, K. (2012). Using books to foster resilience in Young Children. Obtenido de Child Care quarterly: https://campusvirtual.unah.edu.hn/pluginfile.php/1641212/mod_resource/content/1/The%20Impact%20of%20Computer%20Use%20on%20Literacy%20in%20Reading%20Comprehension%20and%20Vocabulary%20Skills.pdf

5. Radi, O. (2002 ). The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills. the Seventh World Conference on Computers in Education (pág. 5). Parkville, 3010, Australia: Australian Computer Society.

6.Mikulecky, B. S. (2008). Teaching Reading in a second language. Pearson Education .
Pearson, N. K. (2002). Effective Practices for Developing Reading Comprehension. En N. K. Pearson, What research has to say about reading comprehension. International reading association.

7. Pitty, K. (8 de 2012). Using books to foster resilience in young children. Child care, 6.

8. Sweet, A. P. (2000). Ten proven principles teaching reading . National education Association .

9. Tesol International Association . (s.f.). New Ways in teaching reading . En R. R. Day, New ways in TESOL series (pág. 305). Jack, C. Richards editor.

10. R. Day, R. (2019). New Ways in Teaching Reading, revised. Richard R. Day.

11. Perfetti, C., & Adlof, S. (2012). Reading comprehension: A conceptual framework for word meaning to text meaning. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.) Measuring up: Advances in how to assess reading abilities (pp. 3-20). Lanham, MD; Rowman & Littlefield Education

12. Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249

13. Petty, K. (2019). Using books to foster resilience in young children. Retrieved 25 April 2021, from https://handsheartsminds.files.wordpress.com/2015/08/article-using-books-to-foster-resilience.pdf

# data[].attributes.body
In sum the importance of reading in our lives Reading is a very important skill for language learning, it helps to improve all parts of the language: vocabulary, spelling, grammar and writing. Improve and use your reading skills and improve the lexicon, reading is a habit that we should all have in our lives for a child reading boosts their success in school, since they will allow them to access the breadth of the curriculum and improve your communication and language skills. In addition, reading can be a fun and imaginative time for children, opening doors to all sorts of new worlds.

We can say that there are many methods to acquire and encourage children to love reading, The strategies to make the classes more fun therefore that the student feels more motivated when reading, and learn to analyze the reading, this will make the students develop their mind from a young age, since they use their imagination to create scenes in their, Also learning another language will be easier if they have this habit of reading in their lives since it has a wider vocabulary and it will be easier to understand and learn a second language, reading opens our minds allows us to think with reflection.

# data[].attributes.body
Resilience is the ability to cope with adversity and recover from difficult situations. Children are better able to bounce back from challenges. Through the use of children's literature, a resilience development curriculum can be implemented. However, a functional definition of resilience is necessary first. Although we cannot prevent adversities or unpleasant experiences from happening, we can minimize the anguish that children feel by teaching them about emotions through the use of children's books.

Storybooks are beneficial because they help capture children's attention. Books that tell stories of characters faced with challenges or problems to solve are best because they can become the background for talks about the elements of resilience. Helping children become more resilient is important, and caregivers and teachers must provide a buffer against emotional difficulties. Because of this, books are chosen that are of the appropriate age and setting for children.

Many books that are read every day can be extended to teaching. As
stories are re-told to point out the characters and their challenges or
difficulties. However, many other aspects have to be taken into
account, such as correct or simple graphics, making the process
easier, because the books are read in a short period, leaving time for
discussion. Children as young as 3 years old can understand
challenges and think of positive ways to redo a behavior or provide a
new way to respond.

Personal Reflections

1. There are many books with different topics, suitable for dealing with resilience. It is extremely important that children have this learning, considering that they are equally vulnerable to negative emotions, understanding that these also affect them, even gradually or permanently. Children must prepare themselves to face different types of life situations.

2. Developing resilience is very important when guiding children, for this you must make use of the knowledge you have about it. children must be taught to stimulate their self-knowledge, it must be taught that with everything they learn in several different ways being proactive parents means resuming reading habits since it has many benefits and becomes an intellectual person with many knowledge, and with a resilient person it is hard work for children to be more competent and to improve various aspects.

3. The purpose of reading is comprehension, obtaining meaning from the written text, a main objective of the teaching of reading comprehension, therefore, it is to help students develop the knowledge, skills and experiences that they must have to become In competent and enthusiastic readers, the use of the computer has come to facilitate many things but it also has its disadvantages, not everything is positive regarding this issue, today it has become a necessity for everyone in general since we depend on a computer to cope with a normal life through the internet.

4. By reading the document given by our teacher (Pitty, 2012) I have realized how important this topic is. The fact that children who have passed through hard situations seem to a resilient core and self-efficiency, and I do agree with that fact because it happened the same with me, I suffer being separated from my dad when I was a little kid but it didn’t stop me or made me less efficient, this is the case of most of the children when going for similar situations. The teacher plays a huge role in this, to help students to develop or to continue with resilience is important to be aware of what is happening with the children and take the necessary actions. When deciding what books to read in the class to foster resilience is important to be careful and try to make the right decision as possible, to investigate and help the children.

# data[].attributes.headline
The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills

# data[].attributes.subject
The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills

# data[].attributes.body
The use of computers increases dramatically. The influence and impact of computers on children are based on the regular availability of computers in domestic environments (Chandler, 1985). When children have more accessibility to computers by being able to use a keyboard and mouse, they neglect the use of a pen. Meanwhile, due to this, there is a concern regarding the importance of computer literacy in the educational system. However, this distances and isolates the child from the proper development of llanguage literacy.

Points of view are raised in which the limitation of the use of computers is observed. Despite being useful, computers do not allow children to express their creativity in a personal and complete way. Also, the use of technology has been counterproductive, concerning areas where basic learning skills are developed. Girls have been shown to have better comprehension skills than boys, as boys spend more time on computers and their reading vocabulary is poor. Meanwhile, the results indicate that the increased use of computers outside of school does not help these literacy skills.

Elementary and junior high school students are still in the process of mental and
physical development. Literacy is a continuous learning process that doesn't stop
at school. However, technology changes and implies life changes. Computers
have become commonplace for teaching and learning, indicating that reading and writing practices have changed over time. Meanwhile, the use of the computer in all areas of learning will depend on the educational and training infrastructure. That means that the acquisition of computer skills is as important as language literacy.

Personal Reflections

1. Computers and the internet have revolutionized our lives. Therefore, also the teaching and the way of learning are affected by this. Although it is shown that it can be beneficial in the use of this technology, there are many things against it. This means that as teachers, encouraging critical thinking, diverse reading, among other things, as well as supporting creativity, helps students not be affected in their academic performance, while developing their skills.

2. The use of computers is very important since it is a way that we have at our fingertips, however, it is an accessible resource. This type of teaching should be supervised at home by their parents and at school by the teacher so that they can acquire new knowledge to improve their learning.It is recommended new ways of teaching to read in children so that they take it as a habit and thus help them grow intellectually for it is important. If you are a parent, teach your child to read a lot, since in this way you encourage your child to read more and make him interested in learning new things through reading.

3. The purpose of reading is comprehension, obtaining meaning from the written text, a main objective of the teaching of reading comprehension, therefore, it is to help students develop the knowledge, skills and experiences that they must have to become In competent and enthusiastic readers, the use of the computer has come to facilitate many things but it also has its disadvantages, not everything is positive regarding this issue, today it has become a necessity for everyone in general since we depend on a computer to cope with a normal life through the internet.

4. Computer and external sources, when having reading comprehension and vocabulary skills, can play a role against or in favor of the students and teacher. The influence or impact that the computers have depended on or is based on the regulation they have on their environment is a regularity they have at their homes because at school is not like they are all the time on computers and most of the time they are supervised by their teacher. Students, Nowadays, parents and teachers agree on the importance of computers in the education system, I do agree with it because with good regularity and supervision we can take advantage of this amazing tool. I see the application on computers as a progress for the education system as long as it is used correctly.

# data[].attributes.body
The first principle is that children, when reading, construct their own meaning because they relate in interpreting their reading according to what they already know about the subject or the vocabulary they manage. That is why previous knowledge should be taken care of before sharing a subject, that is why it is essential for the students to practice writing and reading because the more they practice reading and writing the more they grow their knowledge.  The second principle goes hand in hand with the first one because it consists of effective reading instruction that can develop engaged readers who are Knowledgeable, strategic, motivated, and socially interactive. Therefore, if they practice reading and writing they will have the ability to develop such skills. Daily lessons and trying to keep motivated will help the students to succeed in their understanding on reading comprehension. “For example, choosing to read is an important ingredient of engaged reading.”

Another of the teaching reading principals is Phonemic Awareness, a                                                               precursor to competency in identifying words, is one of the best
predictors of later success in reading. One of the things where
Phonemic awareness focuses on is that spoken language is
composed by phonemes  (Sweet, 2000), and that helps the students
to identify the sounds, therefore the words and letters they form in
order to compose a word by hearing the sound. The Phonemic
awareness is also an essential and important part when reading,
because it consists of the ability the kid has in order to hear the
sounds in order to distinguish what words or sounds they are aware
of. As well, Modeling is an important form of classroom support for
literacy learning, that is why this is the fourth principle when teaching reading. In order for children to develop literacy skills is important for then the right guidance, that’s where we, as teachers came, and aim the students with strategies in order to solve certain situations. Exercises for finding the main ideas can help the students to develop literacy skills.

Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding mental activity for children, that is why this refers to the fifth principle when teaching reading. As we know, when reading, we use our previous knowledge in order to comprehend what we are reading, and this is where the storybook appears, because it helps the children to have the precious knowledge we are reading. Then, responding to literature helps students to construct their own meaning, which may not always be the same for all readers, because the background knowledge they might have won’t be the same always. It is important to encourage the students to think and have an understanding of what they are reading about.

Children who engage in daily discussions about what they read are more likely to become critical readers and learn, if children comprehend what they are reading they will be able to have an opinion about it, they will become critical readers, and that can be done if they develop, they phonemic awareness, they comprehension when reading, and so on. Therefore, another of the principals when teaching reading tells us that it is important to focus on the three stages when reading: before, during and after, so the students can have a better development and performance when reading and giving their opinions.

Personal Reflections

1. From an early age, children should be instilled in the habits of reading and writing. Meanwhile, reading comprehension develops through practice and daily or regular lessons that keep the student-focused. On the other hand, phonemic awareness is also beneficial for children, knowing about sounds helps better pronunciation. As well as it helps them in other related aspects, such as the distinction of words and the sounds of them. Above all, it is important to encourage children to think and understand, being critical readers.

2. The concept of reading today this meaning has become more complex and it is meaning and importance will continue to grow. Reading comprehension plays an important role as a habit as long as the strategy creates a role for the teacher to take it as an advantage when acquiring new knowledge and improving their skills such as pronunciation to their students.

3. Comprehension strategies are conscious plans, sets of steps that good readers use to make sense of the text, comprehension strategies instruction helps students to become active and determined readers who are in control of their own reading comprehension, the teacher plays a very important role since he has to be the interpreter for a good learning and development of the student, teachers must teach independence and motivate the student that he has the ability to do what he sets out to do.

4. In my opinion, the ten principles shared are intensively important when teaching reading. As future teacher we should focus on applied them a be aware of what our students are going through and verify the development they are having and the skills performed when reading, I like that Literacy assessments in the classroom that involve performance tasks provide valuable information for instructional decision making. Many teachers are using portfolio assessments that include multiple measures taken over time of an individual student’s reading and writing. Also, portfolios contain examples of the student’s work, including representative pieces of work in progress and exceptional pieces, self-reflection about the work, and evaluation criteria, just as the one we are doing in this class. Is important to make and help the students to develop their reading skills, be aware of their previous knowledge and aim them to have the reading comprehension necessary.

# data[].attributes.body
When teaching, “reading is the basis of instruction in all aspects of language learning”. When reading, the person applies and uses the prior knowledge they have in order to comprehend what they are reading about, teaching reading in a second language can be a delicate part of the process of learning or teaching a second language. When the reader focuses primarily on what he or she already knows, this is called a concept-driven or “top-down” mode. On the other hand, when the reader relies primarily on textual features and information to comprehend, this is called a data-driven or “bottom-up” mode. (Mikulecky, 2008), the L2 students then relate their own knowledge with their native language in order to understand the reading of their second language, this process can be either positive or negative.

When talking about their previous knowledge, language and culture
cannot be separate, this plays a big role when learning a second
language and with the reading comprehension, that is why we can say
that readers from two different cultural backgrounds can read the
same text and construct very different models of what the text means,
for example a student from Mexico and Amsterdam can be reading the same article and they may have a different understanding about it; because they have different background knowledge

When talking about Reading skills, we can define them as the cognitive processes that a reader uses in making sense of a text, they use their background knowledge in order to identify what certain text is about. Every language requires a different repertoire of reading skills, based on the structure of the language and the literacy habits of the native speakers of that language (Mikulecky, 2008).

Personal Reflections

1. When L2 students relate their knowledge to their mother tongue it can be negative. Meanwhile, they do not take into account the different structures of this new language, instead of seeking to adapt to it. Therefore, reading skills and reading habits vary, depending on the language, due to the relationship of the new knowledge of the language to be learned, with the previous knowledge that the speaker has in their mother tongue, and the different contexts exposed.

2. It is important to know L2. Many parents consider it that at an early age when their children begin to develop their mother language, they introduce L2 so that they learn to develop both languages, which require exhaustive reading to expand the vocabulary in each of them, making more comprehensive learning through reading.

3. Learning English as a second language is essential today for all people, especially children who are easier to learn, An integral part of the transition and acculturation to American society, teaching English as a second language provides the foundation of the language skills that equip non-native speakers for future success in school, business and our society in general, by learning a second language you have more opportunities in all fields the English language is a universal language the second for which we could communicate anywhere in the world.

4. Teaching English in a second language can be hard sometimes, but with the right strategies, and being aware of the background knowledge of L2 learners we can help them to have a better development in their reading. Is important to pay attention in all the process; before, during and after. It is known that every language requires a different repertoire of reading skills, based on the structure of the language and the literacy habits of the native speakers of that language, that influences the students and how they will understand the reading, because they use their previous knowledge in order to interpret certain texts. Extensive reading, comprehension skills, reading fluency, and vocabulary building—these four components clearly overlap, as they should, because they are all an integral part of the development of effective second-language reading. (Mikulecky, 2008).

# data[].attributes.headline
Students Metacognitive Awareness of Reading Strategies

# data[].attributes.subject
Students Metacognitive Awareness of Reading Strategies

# data[].attributes.body
Metacognitive ability refers to the student's knowledge of their cognitive resources and their control of that knowledge in the learning situation (Lahuerta, 1998 - 1999). This knowledge helps a learning situation more effectively. A significant relationship can be observed between metacognitive awareness of reading strategies and reading interpretation. Students have beliefs about their strengths and weaknesses and their self-concept as learners.

Global strategies have to do with the use of prior knowledge, reading for the essence of the text, and the use of the textual organization. Meanwhile, the local strategies are those related to the sound-letter, the meaning of the words, and the syntax of the sentences. Students who are unsure of their learning may prefer local strategies, tend to know little about reading strategies and their effectiveness.

Reading achievement should be studied in a wider variety of readings. Meanwhile, our duty as teachers is to show students the different reading strategies. Students must be able to be autonomous, identifying their needs, setting goals, and evaluating their progress. The student should be oriented on the different learning styles and clarify his doubts about the beliefs and expectations about language learning, and specifically about the strategies for reading in a particular foreign language.

Personal Reflections

1. To be a good teacher and expect better student performance, we have to teach about the importance of reading strategies and the significant impact they have when putting them into practice. Taking into account that we have to set realistic goals about learning, understanding that some students have different ways and styles of learning. Not always one strategy will work effectively for every student. Because of that, we also need to show the importance of autonomy in the process of learning a foreign language.

2. The teacher must identify the student and their cognitive resources. This helps the teacher to create more effective learning with varied strategies in their reading that students must be autonomous in their interest to demonstrate their needs and doubts towards the teacher for the acquisition of a foreign language.

3. Research shows metacognition sometimes referred to as self-regulation increases student motivation because students feel more in control of their own learning, students who learn metacognitive strategies are more aware of their own thinking, and more likely to be active learners who learn more deeply, It is important that the teacher be sure that the students are understanding the reading and ask questions so that they are more attentive to the reading, it is also important to look for fun books to draw attention to the students.

4. As mentioned before reading strategies are important when performing a class, but another essential part of it, is to be aware and totally sure that our students are receiving and understanding what we want them to know. Students' Metacognitive Awareness of Reading Strategies is an important point to be sure about. Reading comprehension can be assure or improve the L2 learner’s cognitive knowledge about their reading. My opinion in this topic is that as future students should really care and know if the students are actually making assumptions about what they are understanding and the factor of what can influence their language learning, and if they are focusing on reading, then on the reading and their knowledge about it.  Students and teachers should know and be aware about what strategies are better in order to develop the way L2 learners understand and comprehend what they are studying.

# data[].attributes.body
Allow the students to read around the room by pointing to the
different labels and reading the words aloud, students to
physically manipulate objects and group them according to
their initial sounds. Divide the students into small groups.
Instruct the students to divide the cards equally among the
members of the group, once all of the picture cards have been
sorted by sound, students should empty the boxes one at a
time, encourage students to interact with the text through
comments, students should be able to see the text, because they will gain important clues about the story’s events and characters from the visual elements, model the dialogue box activity for the students on large chart paper.

The student who receives the die throws it and reads out loud the part of the story that matches the number that he or she rolled, takes turns and each student tries to circle all six numbers. If the students are not advanced or not ready for reading by themselves, you should provide sufficient time to practice reading out loud until they can take on the challenge by themselves. You may need to repeat Step 4 above to ensure that students understand the story and to help them read aloud by themselves. LEA is a process by which teachers transcribe what students say and then use the resulting text as reading material for the students. Ideally, the completed text would remain on display in the classroom where students can see it for 2 to 3 days, tell students to copy the song into their notebooks or journals, this is the advantage of using newsprint, so the story can hang in the classroom for 2 to 3 days, there are many ways to extend the use of the story in this or subsequent lessons.

If possible, have students keep their stories in a notebook where their writing can be organized, dated, and reread frequently, put students in groups of three to four, and assign each group one main character from the story. Instruct students to make collages representing their characters by doing the following, to reduce assignment time, assign characters at the end of the previous class and have students each bring in their two magazine pictures from home. When working with older students or adults, encourage less obvious pictures, after students finish reading a story, they should be able to summarize the main events to demonstrate comprehension, In this activity, visual cues and a discussion phase provide scaffolding for students, enabling them to create richer summaries that incorporate more target vocabulary and exclude unimportant details, photocopy six to eight pictures from the story that represent the main events.

Personal Reflection

1. There are many activities to introduce children to the world of reading. However, children learn more easily, through dynamic activities that make them more participative in class, something that is important for their learning and skills development, such as understanding. In the same way, children live with each other, and share with their peers and teachers, developing social skills.

2. There are several ways to introduce children to the habit of reading, which should be in an entertaining way with many activities that can develop all their abilities creating a world in their imagination at the same time innovative and effective as a goal in the process of learning.

3. New ways of teaching have come to innovate learning methods in a more creative and fun positive way, while writing goals are used regularly in the classroom, students do not assess personal reading skills on a regular basis. By having students write a reader’s biography to gain insight into their reading habits, struggles, and successes; this serves as a foundation for discussions on setting reading goals, after reading a novel, nonfiction text, short story, or poetry unit, help students evaluate their reading skills.

4. Teaching reading is not simple, one of the best ways to teach reading is with activities so the students don’t feel bored, one activity that can be effective is to make them find labels, when reading this example on the document of “New ways in TESOL series” by Ricard Roy (Tesol International Association ). I thought that it is actually a good way for teaching reading, and actually the other activities that appear there. I definitely think that finding ways so teaching reading can be easier or better for the students is essential, because the comprehension when reading is important, and the kind of ways that are shared to us on the document can help us to have a wonderful performance when teaching reading.

# data[].attributes.body
To provide an overview of key issues for L2 reading development, the goal is a succinct summary of ideas that should support more effective teaching and improve students’ reading abilities, the article first outlines the nature of reading abilities, particular in academic contexts, and identifies major component skills and knowledge bases needed for L2 reading comprehension, from this foundation, a set of research implications for instruction are noted, the article concludes by noting the need for additional research to validate, and to provide new insights into, effective teaching practices, reading can simply be defined as a complex ability to extract, or build, meaning from a text, however, this definition, by itself, is not very informative.

The most commonly accepted way for researchers to explain the                                                                      above definition is to identify the key component abilities and skills
that allow reading comprehension to emerge, comprehension
involves abilities to recognize words rapidly and efficiently, develop
and use a very large recognition vocabulary, process sentences in
order to build comprehension, engage a range of strategic processes and underlying cognitive skills, interpret meaning in relation to background knowledge, interpret and evaluate texts in line with reader goals and purposes, and process texts fluently over an extended period of time.

In some respects, they are much harder to develop for L2 readers. Lower-level processes include fast, automatic word recognition skills, automatic lexicon-syntactic processing automatically recognizing word parts and morphological information and automatically parsing. One of the most important factors in reading comprehension abilities is how reading processes vary depending on the reading purpose. It is clear that reading for entertainment is quite diﬀerent from reading to learn information or reading to integrate information from multiple sources. It is also clear that skimming a text for a very general idea involves distinct skill combinations from reading for main idea comprehension, the latter being by far the most common type of reading carried out by fluent readers.

Personal Reflections

1. Teaching practices should be evaluated, regarding what can be a more effective strategy that helps students in the L2 learning process, through reading. Likewise, for them to be able to achieve greater reading ability, they will be more efficient, acquiring new knowledge and showing ease in recognizing words, meanings, and contexts. In this way, we also understand that reading comprehension depends on the purpose we intend for the text we read.

2. The development of reading in L2 is one of the fundamental keys to developing skills in students who are learning L2 since it is very effective by including a new vocabulary immediately developing comprehension and processing texts in their fluency when speaking.

3. There are several factors that lead to reading failure, including impoverished exposure to language and early literacy activities, lack of proper instruction, and / or more biologically based risk factors, decoding problems, also known as word voicing, decoding is when children are able to put sounds to letters to pronounce written language, poor comprehension, speed, others are the skills that reading compressors acquire.

4. Help students to develop their skills when reading sometimes is not easy, but either impossible. Have knowledge of vocabulary, in my opinion, is one of the keys in order to develop reading comprehension, is almost impossible to comprehend something is you don’t know the meaning of a word, we can have an idea because of the context of the rest of the sentence or even paragraph, but remember that sometimes what we think doesn’t mean what the word actual is, L1 learners always try to relate words with their native language, and it is something that can for or against us when reading with comprehension and understanding. The recognition of main ideas on reading is also a key in L2 reading development.

# data[].attributes.headline
Effective Practices for Developing Reading Comprehension

# data[].attributes.subject
Effective Practices for Developing Reading Comprehension

# data[].attributes.body
Reading is much that we can say about both, the nature of reading comprehension as a process, and effective reading comprehension instruction. Reading readiness, those who study reading comprehension instruction. As it should be, much work on the process of reading comprehension about what good readers do when they read: From the outset they have clear goals in mind for their reading. We can help students acquire the strategies and processes used by good readers and that this improves their overall comprehension of text, both the texts used to teach the strategies and texts they read on their own in the future we will describe some proven instructional techniques for helping students acquire productive comprehension skills and strategies. Teaching what we call collections or packages of comprehension strategies can help students become truly solid comprehenders of many kinds of text.

A good comprehension instruction includes both explicit

instruction in specific comprehension strategies and a

great deal of time and opportunity for actual reading, writing.

The components in our approach to balanced comprehension

instruction are a supportive classroom context and a model

of comprehension instruction. A great deal of time spent

actually reading. As with decoding, all the explicit instruction

in the world will not make students strong readers unless it

is accompanied by lots of experience applying their knowledge, skills, and strategies during actual reading. To become strong, flexible, and devoted comprehenders of text, students need experience reading texts beyond those designed solely for reading instruction, as well as experience reading text with a clear and compelling purpose in mind.

The model of comprehension instruction we believe is best supported by research does more than simply include instruction in specific comprehension strategies and opportunities to read, write, and discuss texts it connects and integrates these different learning opportunities. An explicit description of the strategy and when and how it should be used. Predicting is making guesses about what will come next in the text you are reading. You should make predictions a lot when you read. Strategies are not to be used singly good readers do not read a book and only make predictions. At least some of the texts used during these different phases of comprehension instruction should be chosen to be particularly well suited to application of the specific strategy being learned. When a particular strategy continues to be used ineffectively, or not at all, the teacher should respond with additional instruction or a modified instructional approach.

We have identified six individual comprehension strategies that research suggests are beneficial to teach to developing readers as  prediction/prior knowledge, think-aloud, text structure, visual representations, summarization, and questions/questioning. Many studies have investigated the effectiveness of reciprocal teaching. Reciprocal teaching has been compared with many other approaches to comprehension instruction, including teacher modeling alone, explicit instruction and worksheets alone, daily practice at reading test passages and answering accompanying questions, and training at locating information to address different kinds of comprehension questions. (Pearson & Duke, 2021).

Personal Reflections

1. Teaching comprehension strategies collections or packages to students helps better understanding of the text and overall improvement on reading. Time should be spent reading as well as writing, putting new knowledge into practice, discussing texts, and spending time analyzing. In this way, students will become effective and understanding readers. Meanwhile, being teachers we must prepare ourselves in how to instruct the student in this comprehension process, and carry out continuous evaluations so that the students can adapt.

2. Reading comprehension helps the student to understand what is in a certain text through strategies guided by the teacher, always promoting critical thinking and making predictions which can improve the reading and writing of a language.

3. Reading comprehension strategies are very important and interesting, the purpose of reading is comprehension, getting meaning from written text, a major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers is important to identify five key concepts at the core of every effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

4. Reading is not only about read words in book, but also to comprehend how what you are reading make sense. More effectively reading can become a habit or an act of learning if the student or any person is having understanding of every word they are reading. Strategies and techniques are important for this matter, so we (as teacher) can help the students to comprehend their reading. I like the ideas or tips that on the document “Effective Practices for Developing Reading Comprehension” (Pearson, 2002) was sharing about it, for example, have a good reason about why to read a book, not just a simple reason, but something that motivates to read certain book, another one is to spend time reading, if it’s necessary to return a page in order to understand the meaning on it, it’s okay to do it, don’t rush. And another one is to experience with different genres, in that way the person will find out what is the king of reading they enjoy the most.

# data[].attributes.body
My name is Stephanie Andrea Medina Dominguez and I like
to be called Andrea, I'm 23 years old and live in Sulaco, Yoro
but when I was 14 years old  I moved to live in Tegucigalpa
to study at Normal Pedro Nufio. My mother name’s Dilia, I
have 2 sister’s my big sister's name is Katherin and my little
sister's name is Jessica, I have a nephew named Fernando,
he is 11 years old, Right now I live in my town Sulaco
because of the pandemic, Study a diploma in Ceutec, I’m a professional chef certified by Infop, I love cooking, it is my favorite hobby, I study foreign languages at the National Autonomous University of Honduras, I have worked in bilingual schools it is a good experience I like children, I worked in the restaurant of the Intercontinental hotel it was an unforgettable experience,  my dream is to be able to work in the future on a cruise ship and to know the world.

# data[].attributes.headline
Creating Passionate Readers through Independent Reading

# data[].attributes.subject
Creating Passionate Readers through Independent Reading

# data[].attributes.body
As teachers we have to make sure they are successful in learning and reading motivation as well as in video games but there is an instructional approach that produces results: giving students control over their reading lives through independent reading. A common, long-held belief of teachers and parents is that “the more you read, the better you read.” Students and teachers read simultaneously or, in some schools, all staff and students read for a specified number of minutes. As the years progressed, more and more requirements were added into English language arts instruction and curriculum. And some decisions are made at the district level, whereas others are made at the teacher level.

Stamina in reading is a relatively new discussion, but whether students do or do not read has been a common topic for decades. Sometimes the reading seems connected to life, but at other times, the reading seems to be connected to external factors such as assessment. Choice of reading texts may not be sufficient to engage all students in reading, because texts matter and need to be appealing, on topics of interest, and representative of the students in the room. Better texts mean better book choices and increased student motivation to read heightened by personal work, actions of peers, and teacher promotions without artificial quizzes or book reports. The approaches for students to share their thoughts about what and why they read provide specific feedback to other student readers, for motivation as well as encouragement to continue with daily independent reading.

Independent reading also enlarges vocabulary and background knowledge. Independent reading focuses on reader choice, readers inevitably find books they love, and then they often find friends and others to hold a conversation with about such books. Teachers who use the gradual release of responsibility model know that the independent work phase allows them to determine whether students can apply their learning independently. The inclusion of independent reading also opens opportunities for teachers to coach, instruct, provide feedback, and even assess the effectiveness of independent reading during those precious daily scheduled minutes. Reading allows teachers to seize upon students’ appropriate and applicable post-reading responses to extend inquiry and stimulate additional Teachers who are committed to finding opportunities for students to read independently during each school day will student and school needs in order to create the best and most equitable lifelong readers (McVeigh, 2019).

Personal Reflections

1. Independent reading is one of the best ways to immerse a student in the world of reading. As students decide that reading is interesting to them, they are more drawn to reading. In this way, they can more easily say the content of the book, as well as learn the vocabulary read, and become efficient when putting it into practice. In this way, this type of reading makes students confident about reading, and how fun it can be to read a book.

2. Engaging students in independent teacher reading through motivation. The Introduction to reading creates a world full of imagination, filling you with knowledge and developing skills that are then reflected in your grades. And students should be guided to choose the books of their preferences with a level appropriate to their age and grade level with which they enjoy reading.

3. The reading leads to an increased volume of reading, the more one reads better one reads, this increased volume of reading is essential, the advancement of reading comprehension skills and development of vocabulary are directly tied to the work readers do during independent reading, nowadays independent reading is very important because teachers would not cope with too many students, reading opens our minds I have imagination therefore it is very important to have this habit.

4. Independent reading is important and effective in order to develop the reading habit on people of any age. What is important is to encourage the person, in this case the student to read a book, if that child doesn’t like the book than it could be another one and so on, until the boy o girl is fascinated and understanding the reading they are doing, Reading should be an habit in every person not only because it’s entertained, but because when you read you learn and develop skills that sometimes we don’t even know about, In my opinion, let a child to read whatever they like, is better than make them or force them to read something, they can develop easier than habit of reading for pleasure if they read something that they actually like.

# data[].attributes.body
I am Xilian Sarahi Bejarano Vasquez, I’m 21 years old, I was
born in La Esperanza, Intibucá in 1999. My mother’s name is
Saray Vasquez and my Father’s name is Hedix Bejarano. I
have two brothers, my bigger brother on dad’s side is Nestor
Ezequiel, and then my little brother for both parents is Hedix
Moises. My little brother and I are very closed to each other,
some people almost see us like twins because we get along
amazingly. My brother Ezequiel has 2 daughters, therefore
I’m the aunt of two beautiful girls. Currently, I’m living in
Tegucigalpa, because of my job and the university, I’ve been living here since 2017. I’m studying in the Program of Foreign Languages in the Universidad Nacional Autonoma de Honduras, so I can become an English Teacher one day. Since August of 2020 I’ve been working on Startek, with a Line of Business name Xfinity Mobile witch is a company that offers services in The United States of America. I believe in God, I’m a dreamer, and I’m constantly growing.

# data[].attributes.body
Kimberly Michell González Hernández was born on January                                                                             25, 1999. In Tegucigalpa, Francisco Morazan, Honduras.
She is the younger of the two sisters. She began her studies
in 2005 at the Elementary School and finished in 2010 in
Latinoamericana located in Tegucigalpa. She began to have                                                                              her pet, a Siamese cat named Camilo. And began her
Baccalaureate studies at the San Pablo official institute in
2011 located in the neighborhood of the same name, she
received 3 diplomas of academic excellence in, 2014 she
decided to study baccalaureate in computer science ending in 2016 and did a professional practice at the Multisistemas technical support center DELL. At the end of her high school studies, she received in total 6 diplomas of academic excellence. She participates in a television show called "Viva la Juventud" And she began my university studies as a foreign language student in 2017 until today. In 2018 she began to be part of the choir of foreign languages career in that same year she received her first diploma of academic excellence as a university student.

# data[].attributes.body
I was born on February 26, 1998, in El Paraiso, El Paraiso,
Honduras. I am the youngest of 4 siblings. My parents are
Oscar Sevilla and Francisca Ruiz. I have a niece named
Alessandra, also a puppy named Harald. From a very young                                                                            age, I began to be interested in the English language and
music, as well as in history, drawing, and books. I was a
diligent girl, and dedicated to my studies, participating on
occasions in drawing and writing competitions at the
municipal level. When I was 9 years old, I moved to Tegucigalpa with my family. Due to continuous moving, I attended four different institutions during my high school education. In 2014, at the age of 16, I obtained a Bachelor of Science and Letters degree from the José Martí Institute. I am currently 23 years old, I continue to reside in Tegucigalpa, I am studying the Foreign Languages program at UNAH, I am also part of the choir of this program, since 2018.

# data[].attributes.body
The purpose of this work is to demonstrate and share what we have learnt about Reading and ways to teach reading in a good manner so the students can develop an excellent understanding and comprehension when reading. Is essential to demonstrate the students and she with them strategies in order to have a comprehension of what they are reading.

This work is based on information collected independently from each student and also for information provided by our teacher. In this work we share different topis related to the same propose: teaching reading. This is a process in which both students and teacher most cooperate in order to have a good performance when applying strategies or knowledge, because teaching is a complex process, although not impossible to be done. Learning to read is about listening and understanding as well as working out what's printed on the page, that is why the moments before, during and after the reading process is important, and for teacher to find strategies for students so they can develop their reading skills is important to have phonemic awareness and as well other aspects that will be mention on this work. Reading comprehension depends on vocabulary knowledge, and not only depends on that, because as well our background knowledge on the native language and culture can interfere on the reading comprehension process.

# data[].attributes.headline
                                                                     Portfolio 

# data[].attributes.subject
                                                                     Portfolio 

# data[].attributes.body
Ana Cristina Sevilla Ruiz

Kimberly Michell González Hernández                                                                                                                  Stephanie Andrea Medina Dominguez
Xilian Sarahi Bejarano Vasquez

Universidad Nacional Autónoma de Honduras
Foreign Languages Program

Reading Seminar

Rosa Oneyda Palacios

April 25, 2021