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Universidad Nacional Autónoma de Honduras Facultad de Humanidades y ArtesCarrera de Lenguas Extranjeras

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Universidad Nacional Autónoma de Honduras Facultad de Humanidades y ArtesCarrera de Lenguas Extranjeras

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READING SEMINAR

MS. ROSA ONEYDA PALACIOS

ANGELA SOFIA PINELL M.
CHRISTIAN JESÚS RAMÍREZ
ADA TIRZA OSORIO

APRIL/25/2021

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I'm Sofia Pinell, I'm 24 years old and I'm studying foreign languages. I'm From La Esperanza, Intibucá and currently I live here alone, I also work making portraits with nails and string, I have my own business. I have many hobbies and my favorites ones are readng, writing and watch anime and read manga. My favorite book is "Kintsukuroi, el arte de curar heridas emocionales" by Tómas Navarro.

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My name is Christian Jesús Ramírez Soto, I was born on January 23, 1988 in the city of Tegucigalpa, Honduras. My mother´s name is Gloria Argentina Soto Andino and my father´s name is Edgardo Ramírez Romero. I am the third child of four brothers. I studied at the Liceo La Marmallie school until I was 12 years old, I graduated as a technical bachelor in electricity at the Instituto Técnico Luis Bográn in 2005, I am currently 33 years old and I am studying foreign Languages carrier al UNAH, I work as an international referee of soccer since 2012.

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I’m Ada Tirza Osorio, I'm 21 years old, I was born and live here in Tegucigalpa with my father, one of my two brothers and my four dogs. I'm a foreign languages student because I've always been attracted to languages and other cultures. I like to constantly learn new things and never stop trying to be a better person, I’ve always liked being very close to my friends, I really like dogs, cooking, romanticism in books and movies and I'm currently learning to play my first instrument, the ukulele.

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There are many an infinity of topics related to learning to read and we realize that it is the most effective means for acquiring knowledge since they enrich our vision of reality, intensify our logical and creative thinking, facilitate the capacity for expression and fulfill a fundamental role in increasing our intellectual capacity and therefore our development as an independent human being.

The importance of reading also resides in the fact that it is through it that the human being can begin to receive knowledge in a formal way and thus be inserted in the complex but useful process known as education. Reading always implies attention, concentration, commitment, reflection, all elements that make for better Performance and better results

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Using books to foster resilience in young children

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Using books to foster resilience in young children

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New studies show that children have an innate ability to overcome adversity, although for a long time the opposite was believed, in reality, they are much more "invincible" than adults. Some kids display more emotional hardiness than others, but all children possess resilience-building tools (Benard 2004). Resilience is the ability to face adversity or recover from difficulties. Caregivers can use children's reading for emotional support, placing resilience-building skills and experiences in the curriculum.

Stories are the best option because they help show children challenges that characters face, they can be precursors to talks about the elements of resilience. In children's literature we find themes to build resilience, for example: coping, planning, making friends, solving problems, having rules and making decisions, but we must know how to select the right ones, which are for example: those that include problem-solving messages; those that appeal to children; those that go according to their age and stage; books that we already have available; and those that are neither too difficult nor too easy but just right.

In addition, there are many activities with children’s books to promote resilience: -a book with helping, that its characters help each other; -a book to help them coping and practice patience; -problem solving and use the book more than once while discussing it; -talk about responsibilities and jobs, the classroom is a good place to foster responsibility among them; -choices and decision making, a book like that has to include questions; -structure and rules; -a story where friends are made, and ask open-ended questions such as “How do we make friends”; -give them opportunities to participate and contribute; -caring relationships and empathy, allowing them to role-play or invite them to draw or paint their family or friends and; -books that include setting boundaries when someone treats us badly. Although we cannot prevent children from experiencing difficulties, by using children's books we can help them minimize the injury.

REFLECTION:
-I was completely unaware that we could use books to build resilience in children. Now I consider it as a very effective method, and we should certainly include it in our teaching with activities; since children tend to easily follow models. In addition, the emotional aspects of the child should also be an element of great importance in a classroom.

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Creating Passionate Readers Through Independent Reading

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Creating Passionate Readers Through Independent Reading

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A traditional belief of teachers and parents is that "the more you read, the better you read." Because many students either did not prefer to read at home or did not have books at home, schools began to provide independent reading time in the classroom.
As the years progressed, more and more requirements were added to English language arts instruction and curriculum. Teachers could no longer provide time for everything and anything, so crucial decisions were required about what to include in daily instruction.
Some decisions are made at the district level, whereas others are made at the teacher level. Depending on the ages and stages of the students, decisions about "how" to spend time require careful thought.
The ILA literacy leadership brief The Power and Promise of Read-Alouds and Independent Reading identifies the following components of independent reading:
• Classroom time to self-select and read a large number of books and a variety of text
• Explicit instruction about what, why, and how readers read
• Teacher monitoring and support during the in-class independent reading time
• Authentic conversation about what students are reading Each component instills student competence, confidence, and joy. Independent reading is a valuable use of time because of the many benefits students realize from reading practice and volume: Students develop reading stamina, their vocabulary and background knowledge increases, and they acquire reading habits.
REFLECTION:
Create an independent reading habit in young readers is a process in which both parent and teacher must collaborate and support to develop, the child needs to see the guide and especially to have that example, encourage you to read books that capture your attention, with many colors and drawings, to read more than one book a week and propose challenges to them and captivate you to independent reading and not by obligation.

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The Food Label Store
Students may be more motivated to learn if they become involved in their own learning and if they can generalize what they are learning in class to activities outside the classroom. Shopping for food is a relevant activity for nearly any student.
Procedure
1. Tell the students to bring to class food labels of any description (e.g., labels from cans, meats, bottles, jars; fronts of boxes of cereals, mixes, soap, milk containers; wrappers from loaves of bread, rolls). 2. Place the students in whatever size group you think works best (anywhere from three to six students works well) and give each group a cardboard store. 3. Have them glue their labels to their store. 4. When the groups have finished creating their stores, ask a series of questions that the students can answer by reading the labels from their stores. Sample questions include: What food is the most expensive? The cheapest? Which product is the heaviest? The lightest? Which food do you like best? Why? The least? Why? What two foods go together (e.g., salt and pepper; bread and butter; peanut butter and jelly)? How many brands are there of the same product?
5. You might also have the students do a variety of tasks. For example, ask them to find as many brand names as they can as quickly as possible. Another task is to have them add up the total cost of all of the products in the store. Or ask them to put all of the products in various categories (e.g., meats, dairy products).
Caveats and Options
1. Have the students work with stores that other groups created. 2. Distribute the questions and have the students write their answers. 3. Ask the questions orally and have the students write their answers. 4. Have the students make up a menu for a particular meal. 5. This activity can deal with products other than food. For example, you could have students bring in ads for clothes or small appliances. It can be adapted to an EFL situation if students have access outside the classroom to products with English labels. Or you could collect labels and bring them to class for the students to use in making the stores. 6. If there is limited space and storing the boxes is difficult, use poster boards instead of cardboard boxes.

REFLECTION:
Nowadays we can find new ways in teaching reading, many fascinating activities, and new forms to make children form a reading habit, and these activities also are very useful to chat children's attention, reading at home boosts school performance later on. It also increases vocabulary, raises self-esteem, builds good communication skills, and strengthens the prediction engine that is the human brain.

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Effective Practices for Developing Reading Comprehension

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Effective Practices for Developing Reading Comprehension

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Given knowledge about what good readers do when they read, researchers and educators have addressed the following question: Can we teach students to engage in these productive behaviors? The answer is a resounding yes. A large volume of work indicates that 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.

Teaching what we call collections or packages of comprehension strategies can help students become truly solid comprehenders of many kinds of text. To borrow a term from the decoding debate, comprehension instruction should be balanced. By this, we mean that good comprehension instruction includes both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of the text.

The components in our approach to balanced comprehension instruction are a supportive classroom context and a model of comprehension instruction. It is not enough just to offer good instruction. Several important features of good reading instruction also need to be present. Otherwise, the comprehension instruction will not take hold and flourish. These features include the following:

A great deal of time spent 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.

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. Specifically, we suggest an instructional model including the following five components:

1. 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. For now, you should stop every two pages that you read and make some predictions.”
The important role of the teacher as guide is evident throughout the dialogues. In addition to the modeling and scaffolding represented here, the teacher routinely reminds students of why these strategies are important and how they will help students in their reading.

REFELCTION:
We recognize some of the practices that effective teachers use to support comprehension. For example, they teach key vocabulary and create background knowledge. They help students found a purpose for reading, teach text formation and implement specific instruction in strategies that students can use when reading on their own. They also afford many possibilities for students to read and respond to texts and also make a critical opinion on their own.

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According to many readers, students should follow some principles for designing interactive reading techniques, such as: don’t overlook the importance of specific instruction in reading skills (balance extensive and silent reading), use techniques that are motivating, balance authentic texts, encourage the development of reading strategies, include both bottom-up and top-down techniques, subdivide the techniques into pre-reading, during reading and after-reading phases.

They also advise the introduction of the topic before reading the text, the practice of skimming, scanning, predicting and activating schemata. The author emphasizes that students bring the best of their knowledge and skills to a text when they have been given a chance to ease into the passage.

But after reading, besides comprehension questions, it should also be considered to work with vocabulary study, identifying the author’s purpose, discussing the author’s line of reasoning, examining grammatical structures and motivating students to a writing exercise.
REFLECTION:
For the teaching reading of a second language, it is important to reinforce grammar rules or vocabulary you must remember that communication leads to this acquisition, you have to motivate the student by doing joint activities, you have to make them feel that they can communicate fluently and finally help them to think in the second language without having to translate.

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Students Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension

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Students Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension

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An analysis of non-native students' ideas about using certain reading strategies and about their potential effectiveness was carried out; reading strategies such as skimming and scanning, contextual guessing, reading for meaning, making inferences, predicting, previewing, anticipation, and newly recognized strategies such as building and activating appropriate background knowledge and recognizing text structure.

Metacognitive knowledge refers to the learners’ general assumptions about their weaknesses and strengths as learners, about factors influencing language learning and about the nature of language learning and teaching. Many studies show that these aspects can have a great impact on their learning outcomes and at the same time, students develop an active and autonomous attitude that leads them to take charge of their learning regardless of the situation. That is, only if a reader is aware of their limitations or what it takes to perform well they will be able to take preventive measures to anticipate or recover from problems.

To collect the information, a procedure was carried out, from which its results show that students believe themselves capable of using previous knowledge and experiences to understand a text, they are also able to recognize the organization of the text and evaluate it, and they are able to know when they understand something and when they don't. They define themselves as someone who uses strategies to clarify meaning rather than easily giving up and stop reading. Students focus to read more effectively, and judge as effective strategies two global strategies: textual meaning and background knowledge and two local strategies: understanding the meaning of each word and looking up words in the dictionary.

REFLECTION:
When looking for effective reading, reading strategies and metacognitive awareness to understand our own strengths or weaknesses is essential. I agree that the strategies that have to do with the use of background knowledge and experiences in the specific topic are necessary for understanding, and not only that but they also teach us to face the difficulties that we have while reading a text, this is why, as teachers, it is important to know this information so that we help our students to develop these skills and turn them into competent readers. I also agree with the students who think that the most effective strategies are the local strategies, which include the sound of the letters, the meaning of the words, details of the text, use of the dictionary, etc. Actually, in my experience, I believe that various reading strategies have helped me to develop autonomously and to be aware of my learning while reading.

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In the practice of reading comprehension, the interaction between teachers, students, the purpose of reading, the text and the activities they use for the practice of reading, writing and discussions, are responsible for the construction of meaning and the acquisition of reading techniques. Furthermore, teachers have the responsibility to achieve greater literacy in all the children in the school and consequently that each one of them becomes a critical thinker and a prepared reader, although not only the teachers, but also the administrators of the school, and conscious parents

When children read, they construct their own meaning. It has been shown that the existing knowledge (also experiences outside and within school) that readers have of a topic, influences their understanding of it, and knowing how to use that knowledge makes them a committed reader, also, being a committed reader implies many more factors, such as the motivation to read a topic of interest, the use of various skills, interacting socially, and primarily, recognizing their potential as readers and learners.

A correct reading instruction includes: (1) training in phonemic awareness and activities which include writing and spelling; (2) also modeling by the teacher is important in literacy learning, and there are two modeling types: implicit and explicit, both are a form of support for students; (3) reading stories with interactive strategies such as discussing opinions and experiences, acting out roles; (4) responding to stories; for example, through drawings, discussions, role plays, etc. With this, the teachers will receive personal and therefore varied responses; (5) giving students opportunities to participate in these daily discussions help them develop metacognitive skills and become more involved in what they read; (6) As students grow as proficient readers, they develop strategies to solve problems that occur before, during, and after their reading journeys, strategies such as: inferencing, which includes making predictions; identifying important details of the text; the monitoring of a metacognitive process; summarizing, which involves gathering the most important information and; question generating, which involves asking themselves questions. (7) Incorporate activities that help teach reading and writing together; (8) apply reading assessments in the classroom that include authentic reading tasks such as using a completely original text; use important questions that require written responses rather than just multiple choice and provide context or background for reading questions.

REFLECTION:
-I understand that instructors are an important part in the development of our reading comprehension, but we will become capable readers only if as students we work on the concept we have of ourselves, learn that if we know our limitations and opportunities, we will be able to take action on our own learning, and in fact this is a rule of life in general.

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The impact of computer uses on literacy in reading comprehension and vocabulary skills

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The impact of computer uses on literacy in reading comprehension and vocabulary skills

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Language literacy and the impact of computer literacy acquisition determines the relationship between cognitive skills (perception and memory) and reading skills (decoding and comprehension). This can range from “word identification, word recognition” and decoding to understanding the intent of the person who wrote the passage. The new Literacy Dictionary (Harris and Hodges) defines both word recognition and word identification as the process of determining the pronunciation and some degree of meaning of an unknown word.

The influence and impact of computers on children, according to chandler, is based on the regular availability of computers in domestic environments. Undoubtedly, when computers become more affordable, more children will begin their schooling already able to use a keyboard and a mouse but unable to write with a pen. Many groups in our society, such as parents and employers, have expressed their concerns about the importance of introducing computer literacy within the education system. In response, the schools began to equip their classrooms with computers, and gradually encouraged their use in all subject areas. Alongside this, the parents also felt the need to purchase computers for their children.

Beynon argued that by “technologizing”, schools are emphasizing computer-pupil interactions that are often characterizing as progressive, exploratory and child-centred. However, this may paradoxically distance and isolate the child from adequately developing language literacy in order to fully function in a social setting.

REFLECTION:
We analyze that the criteria and methodologies of didactic instrumentation are important, it is even more essential to have an adequate approach to teaching or rather to the educational situation. This should be a problem-solving situation. For the student, the situation is like learning it faster and more efficiently, the same for the teacher, as providing a system that makes it easier for the student to solve his problem. For this, it has certain general methodologies, such as those of educational technology.

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One of the most important factors in reading comprehension is the way in which reading processes vary, depending on the reading purpose. It is clear to read for entertainment is very different from reading to learn information or reading to integrate information from multiple sources. It is also clear that leafing through a text to a very general idea implies different combination skills from reading to understanding the main idea, the last being by far the most common type of reading carried out by fluent readers.

A critical factor in teaching L2 reading is helping students understand student understand that different tasks and different activities involve different levels of demand in understanding. Some tasks require a high level of detailed understanding. Other tasks may involve understanding of main ideas and support information.

Aside from the possibilities of developing somewhat distinct cognitive processing, students engaged in L2 reading will also experience a range of transfer effects (cognitive skills, strategies, goals and expectations). Some transfer effects will involve interference from the L1; others will facilitate L2 reading processes.

REFLECTION:
We consider that in order to achieve learning during L2 development, it is essential that the reader establish connections between their previous experience, the linguistic input and manage to modify their cognitive structures, that is, the conditions of relevance, pertinence and authenticity of the L2 reading material favor this type of learnings.

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To conclude, it is important to emphasize that reading comprehension is achieved when a reader has knowledge of different strategies and knows how to use their reading skills, However, this process is not an easy job for teachers or students.
We believe that there is currently great ease of reading, due to technology and also to social networks and new applications that allow us to find books for free and read them online, However, it has opened up a great opportunity for many new readers to read new and different stories and especially to create their own stories in these same applications. Reading by hobby or by our taste is one of the best pleasures of life, and there is no richer knowledge than reading all kinds of different genres that help us to know more and understand a little of everything.

Another important point is to encourage students to become active and motivated, so we can use reading to promote the ability to overcome emotional problems, either with characters who are going through problems or by providing them with a text of their interest, and so it is very likely that we will convert capable readers. There are a variety of activities and ways to encourage new readers to read for pleasure and form the reading habit, there are even videos that bring us tips to achieve it. It is essential to support children and give them challenges to achieve goals to read more than one book per week and propose goals to read at least 100 books per year. Even for first-time readers reading 1 page per day is a good start to creating the habit. Reading gives us peace of mind and gives us that incredible sensation of living many lives in a single section of reading.

As future teachers, we should care that literature teachers are the ones who should provide students with these various effective strategies in order to help them develop their reading skills and become confident and competent readers. An ideal way to practice and enrich our vocabulary when we are learning a second language is reading, not necessarily reading complicated books, it is always important to go slowly and start with the simple, With time our brain is assimilating and understanding better what it receives and thus it is capturing all the new information it captures from books. Reading enriches our knowledge and makes us rich in vocabulary and above all we discover new flaws, reading gives us values, makes us knowledgeable and respectful. Reading gives us a new life.

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Day, R. R. (s.f.). New Ways in Teaching Reading. Obtenido de Young Readers: file:///C:/Users/usuario/Desktop/NEW%20ways%20in%20teaching%20Reading.pdf

Grabe, W. (2009). Key Issues in L2 Reading Development. Obtenido de https://vulms.vu.edu.pk/Courses/ENG515/Downloads/William%20Grabe%20Key%20Issues%20in%20L2%20Reading%20Development..pdf

McVeigh, F. (2019). Literacy Leadership Brief. Obtenido de Creating Passionate Readers Through Independent Reading: https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-creating-passionate-readers-through-independent-reading.pdf

Pearson, N. K. (2002). Effective Practices for Developing Reading Comprehension. Obtenido de Chapter 10: file:///C:/Users/usuario/Desktop/Effective%20practices%20for%20developing%20reading%20comprehension.pdf

Lahuerta, A. C. (1998). L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension. Revista de Lenguas para Fines Específicos, 5 6. http://hdl.handle.net/10553/4641

Petty, K. (2012). Using books to foster resilience in young children. Texas Child Care Quarterly, 36(2). https://handsheartsminds.files.wordpress.com/2015/08/article-using-books-to-foster-resilience.pdf

Sweet, A. P. (2000). Ten Proven Principles for Teaching Reading. ERIC. https://files.eric.ed.gov/fulltext/ED447441.pdf

callegaro, C. (2008, June). Teacher Reading in the Foreign language classroom. Retrieved from https://www.google.com/search?q=TEACHING+READING+IN+THE+FOREIGN+LANGUAGE+CLASSROOM&rlz=1C1CHZN

Grabe, W. (2009). Key Issues in L2 Reading Development.  https://www.nus.edu.sg/celc/research/books/4th%20Symposium%20proceedings/2).%20William%20Grabe.

Radi, O. (1997). Deparment Of Science Education. Retrieved from https://crpit.scem.westernsydney.edu.au/confpapers/CRPITV8Radi.pdf