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           UNIVERSIDAD NACIONAL AUTONOMA DE HONDURAS

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           UNIVERSIDAD NACIONAL AUTONOMA DE HONDURAS

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Subject: Reading Seminar

Teacher's Name: Rosa Oneida Palacios

Students' Name: Elsa Estefania Rodriguez Molina. 20161031565

Hirlet Paola Jacome Varela. 20171001816

Oscar Rene Antunez Sanchez. 20162230072

Paul Esteban Borjas Vasquez. 20162500039

December 13 th, 2020

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                                          Introduction

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                                          Introduction

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Have you ever wondered, why reading is so important during the educational process? We ask each other the same question, reading is as much important as other skills are, but unfortunately, most of the time reading is left behind by the teacher or the class program. Maybe it is not in a conscient way but like they do not think about how much can be learned through reading and it is so sad, we should have a great instruction all the time we are students since we go for the very first day to school until the last day of university.

In this work, it will be explained why independent reading is so important and how this is linked to reading comprehension. Also, there is a connection between comprehension and the ability to think about better answers to the teachers' questions and even writing. Here bellow all of these things and how they occur are explained we are going to look deeper into the benefits that students gain from reading and different strategies that the teacher can apply to the class.

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My name is Paul Esteban Borjas, I was born in Danli, El Paraiso on December 14, 1998. As a child I was highly active in sports, and I was the captain of the Guia Tecnica soccer team, the school that I graduated from in 2010. As I progress through middle school, I became more interested in other activities such as dance and written. With the help of some friends we founded Skyfall Crew, a dance group, with which we won a couple of tournaments around the department. Meanwhile I began to write stories, one of my favorite stories help my classmates and I to film a movie as a class project. Currently I am in the Foreign Language Program because language become in one important part of my daily life, I am currently 15 classes away from finishing my high school studies.

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My name is Elsa Estefania Rodriguez Molina, I’m 23 years old, I was born in Tegucigalpa on February the 5th 1997. I have lived in a neighborhood called La Era since I was 2 years old, I am the youngest of seven siblings, I have five sisters and only one brother among all of us, I was raised only by my mom since she was a single mom and I admire her because of her strength to face life with seven children and never give up. I’m a fourth-year Foreign languages student and I love what I’m studying right now and I hope to be one of the best teachers, the ones that everybody wants to be a student of. I started being interested in English when I was seventeen years old because of my classmate and best friend at Carlos Flores Highschool, before that I didn’t even though I liked English. My goal is to work at a public primary school and try to give children the early instruction I didn’t receive, both, in English and reading, because that is my other big passion which I didn’t discover until I was 16 years old and I just keep thinking of how many books I didn’t read at my childhood when I thought reading was boring.

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My name is Hirlet Paola Jácome Varela and I was born in Tegucigalpa, Honduras on August 18, 2000. Since my childhood, I have lived in Tamara a place beautiful. My primary studies were in Escuela Juan Lindo and my secondary studies in Instituto Técnico Támara Instituto Mixto Hibueras graduating from science and humanities. I am currently studying at Universidad Nacional Autónoma de Honduras (UNAH). I chose this program to teach other people how to communicate with foreigners, and because I believe that learning is something significant, my goal is to finish my career and continue with a higher degree. I consider myself a creative person, and in a few words, I like to share and help others in the elaboration of tasks that they do not understand. On this path as a student, I have learned many things and my goal is to continue acquiring more knowledge.

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Hello, my name is Oscar Antunez, I was born on July 7, 1995, in Gualaco, Olancho. I am currently 25 years old, I was born, raised, and studied in the Gualaco and while I was at school I participated in the folkloric dance group of the Marco Aurelio Soto School here in my town, then when I entered the school I continued to participate in the dance group although I did not dedicate enough time to it since I had to study and work at the same time, I also participated in a baseball tournament at that time, and when I was 21 years old I entered the UNAH to study foreign languages and now I am 10 classes away from achieving my goal, which makes me very happy because it is a higher education degree than I had years ago.

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A.-Creating Passionate Readers Through Independent Reading

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A.-Creating Passionate Readers Through Independent Reading

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Videogames have caught the attention of students in the last few years, how can the teachers do to focus student's attention on reading? Reading is very important in the educational process, but this skill suffers more than the others because students are less interested in reading or not enough to acquire all the benefits that a good reader has. But this is not a surprise since the 80s school programs had to move apart of reading because more and more requirements were added and teachers did not have time for everything.

Between 1980-1990 during a class there was a time to read, it was called DEAR (Drop Everything And Read) in which time all the school staff and students read a book, whatever they want, and after those students who have the same interests formed groups and gave feedback about what they read. Allow students to choose the book or genre that they wanted to read will allow more attention to read and create a habit, most of the time students are "forced" to read about things that they do not like or do not interest, therefore reading is no longer a priority for them.

Independent reading helps students as well as teachers, students can acquire more background knowledge, making learning easier. The teacher can also take advantage of this skill, 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. Back to the benefits of independent reading statistics show that students that read in their daily activities outscore the students that do not read. As a summarize love for reading is not an academic goal, however reading matters in our life.

REFLECTIONS:
Paul: Reading is as much important as other skills are, leaving it aside would be a mistake from teachers. Students have a lot of distractors but if the teacher promotes independent reading and allows students to read whatever they want could make a difference in the daily routines of the students.
Elsa: Since the day I started reading for pleasure I have been trying to make people around me discover reading and not as homework but as a hobby. Actually, it is surprising how much someone can learn by only having a little interest in what they read. In fact, I can use myself as an example, when I was little I hated all that had to do with history, Honduras or the world but now I know a lot of American history only because I read a book that was settled in the 18th century and then I investigated that. So, independent chosen reading is so important and has a lot to do with acquiring knowledge.
Hirlet: I consider that reading is something important for people and we must create stereotypes that help make reading attractive because there are students who are disinterested in reading a book and if they read it, it is by an obligation that it should not be like that. Besides, reading helps students to understand and develop their skills better, it also helps them to be more open in their life since reading provides to use your imagination and that is how you can be more open.
Oscar: Something very interesting that is mentioned here is the experiment that was done at school that both teachers and students read a book of their choice, the one they wanted and according to their interests, they formed groups, so that each person would be reading something that really likes or interests them and not something that forces them to read because that way instead of attracting someone to feel passionate about reading it pushes them further away and that is why independent reading is important.

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B.-Effective Practices for Developing Reading Comprehension

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B.-Effective Practices for Developing Reading Comprehension

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Reading Comprehension has different approaches it depends on the nature of what is reading comprehension, it could be a process and about effective reading comprehension instructions. All those things are known since 1975, but what happened nowadays, because the lack of comprehension still occurs, and a possible response to these is teachers, who pay more attention to decoding or oral reading, meanwhile reading comprehension is left aside. The process of reading comprehension has been grounded in studies of good readers. We consider what good readers do when they read. For instance: As they read, good readers frequently make predictions about what is to come.

So, let's describe different teaching practices for developing reading comprehension. First, we are going to talk about Instructions. Comprehension instructions should be balanced, that’s mean include both, specific and explicit instructions, and a great deal of time and opportunity for actual reading, writing, and discussion of the text. But this not enough the instructions have to be supported for different models, which include the following 5 components: An explicit description of the strategy and when and how it should be used, Teacher and/or student modeling of the strategy in action, Collaborative use of the strategy in action, Guided practice using the strategy with a gradual release of responsibility. Independent use of the strategy. Although the above model foregrounds a particular strategy at a particular time, other strategies should also be referenced, modeled, and encouraged throughout the process.

Now we are focusing our attention on Individual Comprehension strategies. Prediction is the first, at its core is making predictions and then reading to see how they turned out, this comes with different activities such as: activating prior knowledge, previewing, and overviewing. Think Aloud is the second. As its name implies, think-aloud involves making one’s thoughts audible, saying what you are thinking while you are reading. This method has been shown to improve students’ comprehension. The last one is Text Structure. It consists of teaching children to use the structure of texts, both narrative and expository, to organize their understanding and recall of important ideas, which includes categories such as setting, problem, goal, action, outcome, resolution, and theme.

Comprehension Routines. Integrated set of practices that could be applied regularly to one text after another, and in the process, provide students with two benefits: (1) a better understanding of the texts to which the routines are applied, and (2) the development of an infrastructure of processes that will benefit encounters with future text, especially texts that students must negotiate on their own. Some of these routines are Reciprocal teaching. Four comprehension strategies predicting, questioning, seeking clarification, and summarizing are the focus of the reciprocal teaching approach.

REFLECTIONS:
Paul: The second topic taught us about different methods or models to increase the comprehension while you read, specific instructions could help students, but combine both individual and collective strategies (teacher or classmates) balanced will aid students in identifying both strengths and weaknesses in comprehension.
Elsa: Definitively when reading, to understand the words is not enough because what is the point of seeing a lot of information and do not understand the set or the whole idea? It is a good thing that exists this kind of articles gives us ideas about how to help students to develop great reading comprehension but sometimes it can also help us a lot because there are some times that we just do not get the idea of a text and with these strategies it would be easier.
Hirlet: Effective practices for the development of reading comprehension help students to have a better command of their vocabulary and the student has more opportunities to read, write, and carry out a discussion. In addition, these practices have different components that help both the teacher and the student to be able to carry out texts of any type, and by improving their knowledge also to develop processes that benefit them in their understanding learning.
Oscar: While we are reading a book and according to the title of the book we automatically have the capacity to know or predict what it will be about or what will happen in the rest of the book that makes us have a better understanding of what we are reading, in addition, we must know that the writing in a book is divided into the problem, the objective, the action, the result, the resolution and the theme as it was mentioned before we also have to focus on making predictions about the book that in the end can be true to how we thought, learn to be critical, to question and summarize for a better understanding.

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Reading is the capacity that we humans have to understand texts mainly in our mother tongue L1 because since we started reading texts we are developing skills in terms of fluency, enriching our vocabulary, and gaining more knowledge, but what about the second language L2? in this case the process can be slower or the same as the L1 and this learning occurs in the working memory that can be understood as the pattern of cognitive neurons to be able to have this development we have to have morphological information that is to say word recognition, lexical-syntactic, automatic thinking among others. Also, we have to have clear the purpose of why we are reading a text, either to enrich our vocabulary or knowledge or to know other cultures or facts that could be interesting for our interests and that in the end will serve us to have fluency, to be better thinkers, to be critical about what we read, to ask questions as well as to be more intellectual and full of knowledge.
REFLECTIONS:
Paul: Reading is part of our lives, since we learned to read in our L1 we develop different skills. When we began to read in our L2 we pass through the same process, that’s why we try to read everything, just like when we were children. Reading is a primordial part in order to develop other skills in our L2. This will help our students to get background knowledge and make easier the learning process.
Elsa: I have always seen reading learning in L2 as a process that is the same as when we learn how to read in our native language, it is the same process but in our second language we are learning all the skills at one, reading, writing, listening and speaking which, for me, makes us thinks easier because children tend to get confused since they learn how to speak first they do not get the idea of how to write at once, neither the pronunciation at reading.
Hirlet: The reading process in L2 is that process that we do sometimes wrong, sometimes well, since reading is something that for many of us is complicated but when we take the initiative to read this development progresses and makes us enrich ourselves with a lot of knowledge and again vocabulary since reading that is what makes us learn to be critical, write, and express ourselves in a certain way.
Oscar: It is incredible to know that even in our mother tongue there are words that we do not know which can make the work of learning or reading a little difficult but already in the acquisition of a second language can be a little more complicated because it is a world full of words with a totally different pronunciation that require a process of practice in order to produce them well also we must know the origin of these words as well as the order they must carry to be able to understand and develop the ability to read in a second language L2.

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New ways to teach reading are strategies designed to motivate students or create the new habit of reading with dynamic activities that make an educational and fun experience, thus making children, young people, and adults soaked in knowledge and left with the desire to go beyond reading once these activities are done. There are many activities that we all know about to carry out a purpose, in this case, the teaching of reading, although there are also new ways to teach reading and each of them with their respective procedures as well as they are divided and coordinated with time duration which we will mention below.

1.      Reading Around the Room

Level: Beginning

Aims: Increase phonological awareness

Help students isolate initial sounds

Class Time: 5–10 minutes

Preparation Time: 15–20 minutes

Procedure

1. Write or print out labels and attach them to objects in the classroom.

2. Demonstrate appropriate use of pointer sticks for pointing to the labels and reading the words.

3. Allow the students to read around the room by pointing to the different labels and reading the words aloud.

2.      Sorting by Sound

Level: Beginning

Aims: Increase phonological awareness

Help students isolate initial sounds

Class Time: 15 minutes

Preparation Time: 30 minutes

Procedure

1. Divide the students into small groups. Each group should have a set of small boxes and a stack of picture cards.

2. Instruct the students to divide the cards equally among the members of the group. They should take turns naming aloud the item on one card and placing the card into the correct box until all the cards are in boxes.

3. Once all of the picture cards have been sorted by sound, students should empty the boxes one at a time. They should repeat the names of the objects aloud to make sure that all of the pictures were placed correctly

3.      BabyMouse Talks to Felicia Furrypaws

Levels: High Beginning +

Aims: Facilitate reading comprehension using the visual elements of graphic novels

Learn about character traits Communicate through written dialogue

Class Time: 20–25 minutes

Preparation: Time 5 minutes

Procedure

1. Engage students in an expressive class read-aloud of BabyMouse Queen of the

World! Encourage students to interact with the text through comments.

2. Introduce BabyMouse and Felicia Furrypaws as the main characters in the text by pausing at appropriate places and leading a discussion about the characters. The discussion might include concepts about the characters’

behavior, attitude, and interactions with others. 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.

3. Model the dialogue box activity for the students on large chart paper. (See

Appendix below.) Assume the role of BabyMouse and choose a student for the role of Felicia Furrypaws. You and the student write back and forth to one another in the speech bubbles as you assume your roles. For example,

BabyMouse says, How are you today? Felicia Furrypaws replies, I am not having a good day.

4. Then, assign partners for the dialogue box activity. One student assumes the role of BabyMouse and the other partner becomes Felicia Furrypaws.

Students work in their partner teams to complete the dialogue. Additional dialogue sheets may be given to groups who need more space to continue their written conversation.

5. The lesson may end by having a group share or role-play their story in front

of the class.

4.      The Food Label Store

Levels: Beginning; ESL primarily, but can be adapted for EFL

Aims: Involve students in the development of their own reading skills

Help students see a connection between reading in school and reading in the outside world

Class Time: No set time

Preparation Time: 20–30 minutes

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).

REFLECTIONS:
Paul: Teaching reading could be tedious work and some of the students could get bored. On the other way, some of them could learn easily and develop the daily habit of reading but there are more that may not be interested in learning how to read properly. Using different strategies teachers can catch the attention of the students who are not interested in reading and then start to motivate them to continue their process independently.

Elsa: It is always a good idea to make new strategies for teaching reading, not every single group of students is the same and some of them may learn with old methods but other groups do not, they need a better o different attention so, changing the strategies is a great way to help them and also help us as teachers.
Hirlet: I think that using new ways of teaching reading is very good because it helps the student to improve their comprehension to be better readers, whether at home, at school or anywhere else they can do. In addition, these new reading habits make the student call more attention to reading since they are ways of living more with their classmates and making them give their opinions about the readings they had until also using these strategies to be better readers.
Oscar: I think there is no excuse for saying that there are no ways to make a habit, in this case, the habit of reading because there are many methods and practices that make this process that seems difficult is a little easier and fun as are the new ways to teach reading and there are many not only those who already know and to make the job easier, they detail the procedure and the duration and if we put into practice these new ways in a short period of time we will be reading regularly and also to teach these techniques to those who have not yet discovered.

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E.-Students Metacognitive Awareness of Reading Strategies

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E.-Students Metacognitive Awareness of Reading Strategies

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Metacognitive awareness is what students see as factors that help their learning and teaching of a second language and also develop factors that have a great impact on learning such as new skills, use of strategies, and improvement of weaknesses. Research on student awareness of reading strategies will help inefficient readers become better readers. Besides, in a study a metacognitive questionnaire was made for the strategies of a silent reading, which consists of groups, the first one related to the perceptions for the capacity of reading; the second group gives to know the weaknesses that the reader faces in reading and also these strategies of reading comprehension have several aspects like being phonetics, word meanings, textual meaning among others.

The tendency of local and global strategies focuses on people to have a more effective reading, the local elements are sound letters, meanings, syntax, and there are also the global elements that are synthesis, organization of texts, and knowledge. Also, there is a relationship between reading performance with trends, which are calculated coefficients of the readers. The hierarchical method uses another method called the interactive method (K-means) this is used for the calculation of percentages in the local and global trends in this analysis that was developed could be observed the preferences of trends that had the subjects at the time that significant influence had on reading comprehension.

The capacity that the subjects have at the moment of reading based on the strategies has brought an efficacy in the reading comprehension, since in this way the subject has a better comprehension at the moment of reading, also having previous experiences to understand the content. While for the research of (Carrell) their studies were not the best because it was believed that comprehension in global and local strategies did not have much influence. Their analyses were similar from a global to a local perspective, in terms of reading comprehension.  Finally, these strategies help students to have better comprehension when reading and to be more effective in their reading management, and to have better knowledge in the acquisition of a second L2 language.

REFLECTIONS:
Paul: Reading provide different extra skills to the students who are active readers, all that metacognitive awareness is developed unconsciously by students. We can divide it into 2 groups, the first one is about local skills like sound letters, meaning, or syntax. The second is the global skills such as synthesis, this will make easier the educational process for the students.
Elsa: We as students should see and be aware of our own needs of learning, even though we know the teacher is there to help us we have to take care of our own learning and adopt new strategies every single time we think or we see that the old one is not working anymore or is not sufficient.
Hirlet: The metacognitive awareness of reading strategies based on how the student interacts in their environment, this is also based on the ethnographic which is what a student of society performs better with known people than with unknown people. Furthermore, it is known what global and local strategies are; this is how the student performs better in reading comprehension for these strategies, but it is considered that there is not much change between these two strategies.
Oscar: Reading comprehension is fundamental because when we understand a text we enter a new world because we know and understand the purpose of that reading, but that is not achieved overnight, it is a process where we have to know parts of the grammar as the syntax, we must also know the meaning of the words, the sound they produce, i.e. phonics and another important thing mentioned in the text is that the student learns to overcome his fears or weaknesses which is done through silent reading groups where they also measure reading ability, i.e. fluency, clarity in pronouncing words, etc.

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F.-Teaching Reading in a Second Language

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F.-Teaching Reading in a Second Language

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Teaching a second language is not as easy as giving the students a bunch of words and phrases to learn there is a whole process behind that then only memorizing and teaching how to read and make it an enjoyable activity for the students is even more difficult, Beatrice S. Mikulecky gives us in her article: Teaching Reading in a Second Language many explanations and definitions relating to literacy, teaching methods and reading to help us understand better the way that students see reading not like students but like teachers.

Mikulecky starts by explaining to us why is it important to have effective reading when acquiring a second language since through books we can learn and develop many skills such as writing revising and acquiring grammar. When a person is reading, he/she goes through a process to analyze the text, first, he or she read then compares the information with something that already knows, and then there are expectations about what is in the book, that’s how comprehension is made. Literacy and culture are always handed by hand, this explains how, when different people read the same text, they can have very different concepts, because of the different culture they have, they have a different idea of what is the meaning for certain things. When there is a student that is a successful reader in his native language the teacher can’t just assume that he will be that good in his second language, they need instruction to learn how to read in a second language. If the student wants to learn how to read properly in English, he has to do certain things to achieve that. Such as:

They do not have to translate what they are reading, but they have to think and analyze.

Comment with someone else on the book they are reading.

Not to read every word, in this way they will read faster.

Learn the 2000 words that represent 80 percent of English.

There are also reading skills that help the readings to make sense for the student some of them are:

Being able to recognize a word at first glance

To know what is the genre of a book right away

To become skilled at scanning a text.

Guessing the meaning of unknown words only by the context

Reading fluency means to read fast with good comprehension, some people can read a text aloud so fast and not to understand a single word, fluency has more to do with reading in silence and look for ideas and not only say words.

When a student reads, he acquires a better vocabulary and good reading comprehension each one of them depends on the other one, they co-exist and make a person a better reader.

REFLECTIONS:
Paul: One of the most important things that we need to pay a lot of attention to is reading, when we are in the process to develop a second language reading is the best way to acquire knowledge and vocabulary, teacher is the responsible for making this activity enjoyable for the students, by the time the students will improve all the other skills while reading.
Elsa: Here are much advice here that we can take into account when the time comes that we have to teach a student how to read in a second language and I think that the best thing we can do is to do it ourselves as an example so they can see that is it not as difficult as they see when they pay enough attention and try with perseverance, the most important thing we have to tell to the students and tell them every single moment, DO NOT TRANSLATE, that's the worst thing they can do if they want to learn quickly.
Hirlet: Teaching reading in a second language is very important for our lives as this helps the student to better develop understanding and it is also important to teach them that when acquiring a second language that they do not make some mistakes such as translating or reading slowly word by word but We have to read fast, learn new words and enrich their vocabulary because that helps us to express ourselves to be able to read and understand what it is we are reading because if we read and do not understand what is written we do not have a good command of a second language.
Oscar: For many of us it is a little difficult to read in our mother tongue, and if we already move to a second language, In this case, English is a great challenge because it is not our language and it is not learned overnight, and being in the world of the acquisition of a second language, there are mistakes that many of us know. If the text wants to transmit us then the story gradually loses its meaning. In addition, we have the bad habit of reading a text word by word and thus lose the opportunity to read fluently, we must have the ability to only see a sentence and have already understood it by a simple text scan in order to understand it.

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G. Ten Proven Principles for Teaching Reading

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G. Ten Proven Principles for Teaching Reading

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This article is directed to teachers, these ten principles that are shown here are designed to help them to instruct their students in reading in a way that the literature they read is the ones from where the students really learn to heighten literacy. Here are presented ten principles and ideas to guide teachers to teach reading.

1.       Children, when reading, construct their own meaning: In a classroom, every single child can catch a different meaning from a text the whole class is reading, that is because all of them have a different perception of the world, this is called prior knowledge and means that the reader takes the information that hey already know and mix it with the new one that they are acquiring from the book. Prior knowledge can be divided into two: overall prior knowledge which is the one that is centered in the knowledge the students acquire both, in and out of school, and specific prior knowledge which is two parts: text-specific knowledge that is centered in the understanding of the type of text, and topic-specific knowledge is to understand something specific about the topic.

2.       Effective reading instruction can develop engaged readers who are knowledgeable, strategic, motivated, and socially interactive: The students that are engaged readers have a special characterizing: They know how to use prior knowledge to gain new information, they use strategies and sources to gain the information they read for pleasure and interact socially under the purpose of constructing more knowledge.

3.       Phonemic awareness, a precursor competency in identifying words, is one of the best predictors of later success in reading: One of the first things that are taught to children is the recognition of word patterns by identifying the sounds of every letter, writing and spelling are also part of the reading instruction because they affect positively reading ability.

4.       Modeling is an important form of classroom support for literacy learning: Two types of modeling are talk-aloud and think-aloud. In talk-aloud, the teacher gives the steps for the activity and guides the students through the whole thing, and in think-aloud, the teacher gives the students the thinking process they have to follow to finish the activity.

5.       Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding mental activity for children: Storybooks are more effective when students share their insights, when they read one-to-one aloud, they increase the quality of their responses to the different situations that happen in the story.
6.       Responding to literature helps students to construct their own meaning, which may not always be the same for all readers: To have a response to literature is a natural part of the process of reading, bur reading a text is not the same as reading poetry when reading a text, the students are looking for information but with poetry or fictions they get involved in a tangled plot. The students construct their own opinions or responses and the teachers have to be prepared for all kinds of responses.

7.       Children who engage in daily discussions about what they read are more likely to become critical readers and learners: As it was pointed out before, to discuss the reading with someone else is a great way to improve the reading and the ideas children can have about what they are reading. Discussions in the classroom are not so common but it should be because it helps to improve the children’s understanding.

8.       Expert readers have strategies that they use to construct meaning before, during, and after reading: The more the students read the more strategies they learn to construct their own meanings, some of these strategies are: inferencing, which is the process to construct conclusions based on what they have read. Identifying important information: they do not focus their attention on the information that is not relevant but on the one that has the whole meaning in the book. Summarizing: They become very skillful at reducing the information to make a short explanation.

9.       Children’s reading and writing abilities develop together: These two skills go hand to hand, one of them cannot exist without the other. When reading the students learn how to modify meaning and while writing they think and develop the ideas in a better way.

10.       The most valuable form of reading assessment reflects our current understanding of the reading process and simulates authentic reading tasks: There has to be a test to identify how the reading of every student has grown since the beginning, in this way they are stimulated to keep growing.

REFLECTIONS:
Paul: About the ten principals we already know that the teacher will show the way that the students have to follow, but this is not as easy as give them the books, the teacher must select books that really improve the literary knowledge of the students. If this works, students will grow in different skills, teachers must stimulate the students to keep growing.
Elsa: These principles teach us how the children's construct their own knowledge and it is so interesting to understand how learning and ideas take shape in our brain, it all depending on our culture and how we think, and also is interesting to see that in every single child, the answers to a single question can be many only because of the way they have been brought up.
Hirlet: The teacher needs to have knowledge of some principles of teaching reading because in this way it makes the student more confident when reading and the teacher teaches different ways of reading. Also, these principles help to develop writing and reading skills, as well as for the student to form their own ideas of what is understood in reading, to build meanings before, during, and after reading because in this way they know and pay attention to reading.
Oscar: As the text says, prior knowledge exists in each of us because according to what we live day by day, when we read we can relate what we have already experienced with what we are reading it is also important that when we read we are instructed to a way in which the process involved in reading is clear to us, in addition to giving students the freedom to choose the books of their choice and creating activities that make them think and discuss what they have read, whether they are discussion groups, forums or interaction activity between themselves so that they are more interested and passionate about reading.

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H.-The Impact of Computer Use on Literacy in Reading Comprehensionand Vocabulary Skills

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H.-The Impact of Computer Use on Literacy in Reading Comprehensionand Vocabulary Skills

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The impact of the computer on literacy and vocabulary skills has made a great impact, according to studies that were conducted most children are using a computer before a pen and for these reasons is that the parent is buying a computer and not only parents but also educational centers to help new learning. For these reasons, literacy is being introduced and different levels are evident in contemporary times. Although this system of literacy reaches a point where it isolates the child from linguistic literacy and from sharing in society.

Furthermore to this impact, professionals conducted ethnography tests that would be based on children's behavior based on developing learning strategies and adapting to new environments also observed that they enter more into confidence when surrounded by familiar people and not strangers and they can manage more acceptably. On the other hand, a second observation was made about how these children interact in front of a computer and what their software preferences are. These tests were made to have a development in the literacy skills also in linguistic literacy to have better development in the use of computers.

In addition to these tests that were conducted they also conducted an analysis of who used a computer the most and what benefits they used it for if it was concluded that the student who has a computer at home uses it more frequently and also uses it to play games while the student who does not have one and gets a computer uses it for his studies and nothing else. In addition to this, it was realized that a woman has a more advanced reading comprehension than a man since they are weaker when they fall into the use of computers not only that but also that the concern of the parents about the use of the computer was observed to hinder the development of literacy. In human life, it is important to develop early language and computer literacy teaching.

REFLECTIONS:
Paul: Computers have changed the way in that we live, this also has an impact on the educational process, nowadays is more common see the students with their computers or smartphones instead of a book and pen. Teachers can take advantage of these promote reading, thanks to the internet students can get all the books that they want with a click, this could help students to read independently. But there are some cons of computers during the reading process, the most common lost your time with other activities.
Elsa: I agree with what this article says but there are also good things about computers, although more children use it to play there are others that use it to read and keep them with a constant flow of knowledge, it all depends on the parents and their educators and the way that teaches the child to see an electrical device.
Hirlet: The impact of the use of computers is a very extensive topic because nowadays the use of a computer has become something indispensable in students and teachers, also because it is believed that students who have a computer at home do not use it for their homework but also use it for other activities, while the student who does not have a computer and uses the one of his school or friend only uses it for his homework or research and I think it must be the right thing to do.
Oscar: As we all know times have changed and now technology has become so advanced that even in the most inhospitable places there are technological devices and as for the impact of the use of the computer for learning and reading depends on each child or parent because many times when having a computer we deviate from reality leaving aside learning and we get into a world of ignorance, Although on the other hand there are people who if they give a good handle to technology using it to enrich their IQ, getting out of ignorance and knowing teaching strategies for their own benefit, I also agree that men are more easily distracted than women when it comes to computer use.

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I.-Using books to foster resilience in young children

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I.-Using books to foster resilience in young children

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Resilience is the capacity that human beings have to adapt to tough situations but it can also be defined as the ability to face up adversity. Some years ago, it was thought that children can cope with adversity because they have that innate ability but in reality, they can be helped by adults by reducing the risk situations around them. Whenever there is a child who has overcome a problem such as abuse or poverty, it is good to tell them stories that include characters that had had issues and had overcome them, this gives them a background and they start making friends and solving problems by themselves.

The books that we choose have to have a certain number of characteristics to be good to foster resilience, for example, teaching the children how to solve problems, they have to be a children’s petition, choose books that are appropriate for the children age and use books that you already have on your bookshelf. If these characteristics are taking into account to choose a book, it will be shown as a result of children. The teacher plays a very important role but there can be problems, and the teacher has to teach them a vocabulary for healthily expressing their emotions.

Now it will be given a list of books to foster resilience recommended by Karen Petty in her article, these are not books that are difficult to find, in fact, are the ones that we may already have on the bookshelf. One that is a great book is Pass It On by Marilyn Sadler this book teaches the children to be helpful by telling the story of a cow that got stuck on a fence and all the animals from the farm, try to help her. Another book is How Do Dinosaurs Say Good Night? by Jane Yolen and Mark Teague in this book can be found the instruction on how to follow the rules, the story goes around a dinosaur who doesn’t want to go to bed even when his parents had said to him a lot of times that he has to go to sleep.  And finally Don’t Let the Pigeon Drive the Bus by Mo Willems with this books the children are learning how to make the right decisions, in this book there is a bus driver who leaves his bus to the readers and asks them to not let the pigeon drive, in each page, the pigeon asks the audience to let him drive. Obviously, not all foster resilience depends on books but they are helpful and if the children have the right instruction, they can advance faster.

REFLECTIONS:
Paul: Books are the key to other worlds, there are a lot of stories and characters that made a difference for what they did, these stories can help students or children that lost their parents or a beloved one because they acquire background knowledge and when they read how those characters overcame adversity, students will try to emulate in their own lives.
Elsa: The books that are presented here are in fact a good idea to help children to foster resilience something that has happened to them in the past
I have always said that self-help books are so boring, but these short stories here mentioned do not sound like that and it is a great way to support the children who are in our charge.
Hirlet: I consider that using books to promote resilience is very important because it is the capacity that the reader has when reading and being able to define these skills for their own good or for situations that arise. Also, I consider that the teacher has an important role in the life of the reader because he has the obligation to present books according to his age and interests because a seven-year-old will not read a book of advanced levels but books that have some images.
Oscar: As human beings, we have gone through moments in our lives that have marked us for better or worse, but when a child has a problem or fear I think what is said here is very good, Well, you have to react to the problem that the child is going through with some character that went through the same situation but overcame it in that way the child will begin to have the courage to face any tough situation as well as relate to books that have good habits for the child as he grows up and put them into practice and I really like the list of books mentioned above, they sound very interesting and I'm sure they are very helpful for all children in their adolescent age.

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To sum up, learning reading is an important process through which every single student should pass, and not only to learn how to identify the sounds and how the words sound like but to really learn the meaning and to learn how to make their own ideas and conclusions, also have the critical thinking, as we saw in the information above it is more profitable to use technics like sharing ideas and commenting with classmates to strengthen the ideas a student could have.

Also, books are not only for learning but also to help students' foster resilience, there is a big amount of books that can help students that have had issues in their life before, the important thing here is to know how to approach them and what a better way to do it than with books? it is only that the teachers have to know which books they have to choose and introduce them to the students in an appropriate way, so subtle that the students learn to overcome adversity without even noticing it.

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