# data[].attributes.body
UNIVERCIDAD NACIONAL AUTONOMA DE HONDURAS

DEPARTAMENTO DE HUMANIDADES Y ARTES

CARRERA DE LENGUAS EXTRANJERAS

Reading Seminar

Miss: Rosa Palacios

Dora Isamar Ordoñez
20101004865

# data[].attributes.body
Hello!
I am Dora Ordñez, I am studying foreign languages in one of the best universities in Honduras, I am from Choluteca a beautiful and quiet city in the same country of Honduras. so, I'm a very calm person. I have the opportunity to carry out a series of analyzes on this padlet page, with the hope that it is to the liking of the reader, I attach a series of opinions on some articles to read, ensuring that these opinions are entertaining and good to meet the expectations of the person to read this page.

# data[].attributes.body
The reading seminars are for small groups of students who are in the same course. These are led by a tutor in a classroom. Seminars are designed for students to talk about topics in the course of reading or lectures in detail, for example; In this case, one works on articles given in the seminar class, where we must read some articles and make some comments about them. so as a student I must actively participate in this page and giving my opinion on the different topics.

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

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

# data[].attributes.body
To the passage of time they have appeared more and more readers meetings, these are the ones who are passionate about reading. These readers have the ability to quickly understand a difficult reading since, according to them, the more you read, the better you read. there are readers who visit some schools, with the purpose to help all those people or students who are not motivated by reading or because of students who did not choose to read at home or did not have books at home, with all of these reading problems schools began to provide independent reading time in the classroom.

but over time, teachers added more and more requirements to English language arts instruction and curriculum. Teachers were no longer able to provide time for everything and nothing, so crucial decisions were required about what to include in daily instruction.

As you prepare to switch to learning to read, you are thinking about the power of reading aloud. How having the social connection through shared books can unite us. How to read aloud right now. And so some readers immediately thought about reading picture books aloud to students interested in reading. However, some problems always arose like copyright. but over time more passionate people have appeared with this ability of imagination and the power of knowledge that is reading.

# data[].attributes.headline
Effective practices for developing reading comprehension

# data[].attributes.subject
Effective practices for developing reading comprehension

# data[].attributes.body
There are some effective practices that help us as students understand a reading, whether it is easy or difficult what is being read. In the article given by the miss Palacio shows some of them, the most common. This helps us a lot when we are in a reading given in class, in the same way it helps the passionate with reading so that what is written and read is more understandable. for example:
• Good readers are active readers.
• From the outset they have clear goals in mind for their reading.
They constantly evaluate whether the text, and their reading of
it, is meeting their goals.
• Good readers typically look over the text before they read, not-
ing such things as the structure of the text and text sections that
might be most relevant to their reading goals.
• As  they  read, good  readers  frequently  make predictions about
what is to come.
• They read selectively, continually making decisions about their
reading—what to read carefully, what to read quickly, what not
to read, what to reread, and so on.
• Good  readers construct,  revise,  and  question the  meanings  they
make as they read.

knowing how to understand a reading is a great skill that the reader develops, the much that can be learned by reading a book is impressive, this makes reading more natural when understanding a text. understanding a reading helps us in our vocabulary and we learn to read very easily.

# data[].attributes.body
second language reading development, for me it is quite a challenge.  Reading in a foreign language is a must for students in a multilingual society. In order for this process to be carried out successfully, the teaching staff must provide their students with contexts and instruments that allow the practice of collective dialogues, debates, cooperative work and that accompany them throughout the development of reading skills.

This helps us in our reading knowledge. we can understand more and we have the knowledge of new words, we learn more vocabulary and we have the facility to develop our reading ability. Reading is one of the most effective ways that reading enthusiasts use when learning a second language.

according to the article given in classes. The ability to read fluently is actually quite miraculous. Our brains were not designed to read brains. But we have learned, from one generation to the next.  I liked this phrase a lot because we as language learners must have a good understanding and fluency in reading. when learning a second language when reading a book we can search for clbes so that our learning is easier.

When speaking of reading in a foreign language (L2, L3, and Ln), Goodman (1967) highlighted the fact that the reader's degree of fluency in a foreign language conditions his reading speed in that language. It is found that the more knowledge of the foreign language, the more reading fluency and the less dependence on the grapho-phonetic aspects of the language.

Here an interesting video about key strategies for read.

# data[].attributes.attachment_link.title
Key Strategies for Vocabulary Development

# data[].attributes.body
The more you read, the more knowledge you acquire. The concept of reading has become more complex and will continue to grow in meaning and importance, and, consequently, in difficulty.

Reading has grown so much that there are not only physical books but we can also read books online, all this is thanks to the fact that over time very interesting means of communication have been developed, the technology has developed a lot. thanks to this, today, we have the internet as a tool, this helps us to be able to search for books and implement and weaken our knowledge.

We no longer read as we read. Now we can read and learn through more fun concepts that combine written text with photographs, videos and audios. where we relate everything to build a new meaning. This for me supposes, at the same time, a new field of creativity for the authors.

The current reading is interactive and, therefore, it is more interactive. That forces us to be more skillful at constructing the meaning of what we read and more mentally disciplined, imagining what we read. But we must also be careful with these new tools that have been provided to us. strengthen our deep, extensive reading of long texts, like the one we do when we read a novel or an essay.

In my case, I use the internet a lot. for looking for a book and not spending money when buying it (even though it is better to have a book in physical than digital. but the budget does not give me, that's why I look for help on the internet), it also helps me looking for information on any topic that don't understand you.

# data[].attributes.attachment_link.title
A New Way to Learn to Read English | Narda Pitkethly | TEDxSunValley

# data[].attributes.body
In shared reading there are different types of structures depending on what you want to work in class. In this article we propose a very simple activity that is part of the so-called Basic Cooperative Structures. Specifically, the activity I am referring to is called Shared Reading. The positive thing about a Basic Cooperative Activity, such as the one explained in this article, is that it can be applied to all the subjects students take, and it also fits easily into the programming of any Didactic Unit.

I think that the activity called Shared Reading aims to work on aspects such as participation and interaction within a group in classrooms. In the article talks about the types of reading materials; These materials help us enrich our minds and keep them active when we read some interesting reading. For example; for children, we have stories, songs, poetry, informative books. These are very interesting for them, so that, they are intended to develop their critical thoughts.

So,  Shared reading is basically a strategy for teaching reading, where both the teacher and the students read a certain text that is visible to everyone.The main purpose of this type of reading is to teach students aspects such as group interaction and participation.

In the article talks about shared reading process. This section will provide a brief description of how to conduct a shared reading session. This description will be
divided into three reading sections: Before, During, and After reading. Are very important when you decide read a book.
first, the teacher introduces the story, talking about the title, cover, and title page, (Before). Then, The teacher points to each word as it is read. ( During). And, the teacher can take students back to the point of making predictions, whether at the word or story level, and ask how they knew they were right or how they knew if their prediction wasn’t quite correct. (after)

For me, Shared reading is a didactic action, with various strategies, that “allows focusing the work on aspects such as vocabulary development and comprehension. It also favors students to assimilate aspects of written language, such as improving grammatical or spelling errors (use of capital letters, punctuation, grammatical agreement, etc.).

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

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

# data[].attributes.body
Metacognitive awareness is considered the key factor for competent strategic reading, particularly for academic reading. According to an article previously read, a group of professionals carried out a series of surveys where the present study, shown by professionals, was designed to determine the metacognitive awareness of university students regarding academic reading strategies. Therefore, through the Reading Strategies Survey, students' metacognitive awareness of global reading, problem solving, and support strategies used in academic reading was investigated.
The results indicated that participants generally used academic reading strategies, so they were often aware of these strategies. They primarily used and became aware of problem solving strategies, but support strategies were less used in academic reading.
According to the article previously read, The central role of supervision and understanding of metadata in current descriptions of the starting process is reflected in the constant growth in the investigation of monitoring of understanding. The value given by teachers and researchers to this important aspect of reading is supported in the literature that documents the link between monitoring comprehension and academic learning.
Teachers can promote this awareness by simply informing students about effective problem-solving strategies and discussing cognitive and motivational characteristics of thinking. In this way, metacognition provides personal points of view about own thinking and independent learning criteria.

# data[].attributes.body
In the first place, Reading is the process of understanding some type of information or ideas stored in a medium and transmitted through some type of code, usually a language, which can be visual or tactile.

When second-language reading teachers recognize that each reader brings to the reading process a unique set of past experiences, emotional and mental processes, level of cognitive development, and level of interest in the subject, they also recognize that not all reading strategies Teaching Will Be Effective For All Students In isolating the most effective teaching strategies to use with a group of students, the second language teacher should also consider reader strategies that are not necessarily related to content schemas.
for example; Many university level language students will have years of L2 reading experience, but some of them will learn a fast reading and writing system. However, even the majority of students taking individual honors courses in languages have probably not had enough exposure to the L2 text to have acquired sufficient fluency in basic decoding and word recognition.

To have a good fluency in reading, we must be constantly reading, any type of reading that is useful for our vocabulary in a second language. In the case of learning L2, we must read books with the language that is being learned, this helps us to have a good understanding and we know more vocabulary we learn new words. and we force ourselves to continue learning the language we are learning.

# data[].attributes.body
.
In the article, he talks about ten ideas to transform reading instruction and increase literacy for all students. These ideas, some of which are already being used in classrooms, are based on solid research findings and practical experience. They represent a departure from the well-known reading instruction practices that have lasted for half a century. The changes in practice are largely due to dramatic advances in knowledge in recent years.
According to research that has provided new information about basic cognitive and instructional processes, particularly those involved in reading comprehension.

1. Children, when reading, construct their own meaning;  is, their existing knowledge about a particular topic influences the extent to which they understand what they read about that topic. Because text is not fully explicit, readers must draw from their existing knowledge in order to understand it.

2. Effective reading instruction can develop engaged readers who are knowledgeable, strategic, motivated, and socially interactive; in this of literacy instruction and personal attributes in addition to cognitive development influence children’s reading success in profound ways. Therefore, when planning instruction, teachers must make provisions in daily lessons for factors such as students’ motivation to read

3. Phonemic awareness, a precursor to competency in identifying words, is one of the best predictors of later success in reading: Because useful knowledge of spelling-sound correspondences depends on such phonemic awareness, children who fail to acquire it are severely handicapped in their ability to master print.

4. Modeling is an important form of classroom support for literacy learning: So, the literacy classroom learning is a constructive, interactive process.

5. Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding mental activity for children.

6. Responding to literature helps students to construct their own meaning, which may not always be the same for all readers.

7. Children who engage in daily discussions about what they read are more likely to become critical readers and learners,

8. Expert readers have strategies that they use to construct meaning before, during, and after reading.

9. Children’s reading and writing abilities develop together. So, the process of reading and writing not only unfold in similar ways, but they also tend to be used together.

10. The most valuable form of reading assessment reflects our current understanding about the reading process and simulates authentic reading tasks.

# 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
This article talks about the use of technology in our school environment. According to the article, Research was established, a sample of subjects in a secondary school on whether the increased use of computers, both in home and school settings, has affected the development of student literacy in reading comprehension and vocabulary skills.
Students began to show more interest in using computers instead of reading and writing in class. Teachers also expressed concern about the decline in literacy skills that our students are demonstrating through their featured work. The data reveals that most of the students under study have access to personal computers. They spend all their time at their workstations playing games instead of reading a variety of printed texts that could benefit the development of their basic comprehension and vocabulary skills.
I think that the use of computers does not allow children to develop their literacy skills as expected at their age. Spending your time exploring the microelectronic medium is good for developing computer literacy, but not language literacy. However, they had been convinced of the need for technology in their home environment for the needs of children. This area requires further study on a broader scale as the great advance in computer use continues to increase. The transformation is happening faster than society can adapt to it.

# data[].attributes.attachment_link.title
Improving Reading Comprehension in Kindergarten Through 3rd Grade

# data[].attributes.body
As the article explains that Resilience is also about confronting the overwhelming stress that kids face today. This invaluable guide offers coping strategies for facing the stresses of academic performance, high achievement standards, media messages, peer pressure, and family tension. Young people too commonly survive stress by indulging in unhealthy behaviors or by giving up completely. The strategies offered here are aimed at building a repertoire of positive coping skills.

So, Teachers can play an important role in fostering resilience by intentionally placing it at the forefront of the curriculum. Although we can’t prevent adversity or unpleasant experiences from happening to children, we can minimize the distress they feel by teaching them a vocabulary of emotions with the use of children’s books.

according to article, The following children’s books can be used with preschool and early school-age children. They are examples of how books can anchor discussions about resilience. Examples of activities that use open-ended, interactive discussions accompany each book. Children as young as 3 years can understand challenges and think of positive ways to re-do a behavior or provide a new way to respond.

In my opinion. The connection between caring adults and children is the key to the security that allows kids to creatively master challenges and reach their highest potential. the book offers concrete strategies to solidify those vital family connections.

# data[].attributes.body
Reading is of great importance in the development and maturation process of children. For this reason, it is so important to create the habit of reading from an early age, since there is a close relationship between reading and school performance.

Through these articles, I know that the educational potential of reading goes beyond success; reading provides culture, develops the aesthetic sense, acts on the formation of the personality, is a source of recreation, knowledge
and joy.

Reading is a vehicle for learning, for the development of intelligence, for the acquisition of culture and for education. It also helps the development and improvement of language, improves oral and written expression and makes them express themselves correctly, as the vocabulary, and improves spelling.

# data[].attributes.body
For more information about the topics:

1. https://www.academia.edu/24734384/Key_Issues_in_L2_Reading_Development

2. https://www.redalyc.org/jatsRepo/551/55143412002/html/index.html

3. https://www.bookdepository.com/es/New-Ways-Teaching-Reading-Richard-R-Day/9781931185745

4. https://en.wikipedia.org/wiki/Shared_reading

5. http://jim.unsyiah.ac.id/READ/article/view/711

6. https://www.llas.ac.uk/resources/gpg/1420

7. file:///C:/Users/hp/AppData/Local/Temp/Ten_Proven_Principles____Teaching_Reading-4.pdf

8. http://www.fosteringresilience.com/books.php