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Universidad Nacional Autónoma de Honduras 

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Universidad Nacional Autónoma de Honduras 

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Faculty of Arte and Humanities
Foreign Languages

Subject:
Reading Seminar

Miss:
Rosa Palacios

Students:
Consuelo Yamileth Tabora
Daniel Efrain Midence              20161004041
Edna Abely Miranda 20171002016
Heyby Jackelyn  Ramirez        20161002583

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Within this Portfolio we will find a list of topics on reading to understand the importance of reading.

In the first part we will find the biographies of the students who did this work, and the different topics that we will learn about reading.

The content of this portfolio will help us to enrich our knowledge, and prepare us to be a teachers who understand any behavior of their students, and look for the best way to help them.

Other thing that we will find in this portfolio is the point of view of each member of the group on the topics, also a conclusion about all the above.

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I'm Daniel Efrain Midence López, I was born on December 26, 1998 in Tegucigalpa. I'm the youngest of 4 siblings. My parents name are: Leonidas Midence Hernandez and Griselda Yamileth López Almendares, I live with my parents, I like spend time with my family and friends.

I started my studies at the age of 5, at the Virginia Ruiz de Ramos school, a year later I was at the Froylan Turcios Canelas school where I finished my primary studies in 2010. Then I began my secondary studies at the Central Vicente Cáceres Institute where I studied common shekel for 3 years and then I studied for 2 years the Humanist Scientific Baccalaureate graduating from the institute in 2015.

One year later I entered the National Autonomous University of Honduras studying Foreign Languages, where I am still taking my last classes.

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I am Heyby Jackelyn Ramirez Rubio, I was born on May 6, 1999 in Tegucigalpa. I am the oldest of 2 siblings. My parents are called: Francia Rubio and Ricardo Ramirez I live with my parents, I like to spend time with my friends and my family.

I started my studies at the age of 5, at the Happy Children Garden School , a year later I was at the Republics del Ecuador School where I finished my primary studies in 2010. Then I started my secondary studies at the Jesus Aguilar Paz Institute where I studied common cycle during 3 years and then I studied for 2 years the Bachelor of Science and Humanities graduating from the institute in 2015.

A year later I entered the National Autonomous University of Honduras studying Foreign Languages, where I am still taking my last classes.

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Effective practices for developing reading comprehension

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Effective practices for developing reading comprehension

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Reading practices are social practices that are part of a history, tradition, located in a context; therefore, they are particularized in the social group in which the act of reading is being carried out. We can divide these practices into three stages, in before, during and after reading, in the first stage the important thing is to activate the knowledge that the child by giving information that is already known on the subject, in the second stage, he will begin to read and there will be pauses to ask the children questions such as: What do you think will happen next? These questions will help the child to better understand what is happening in the story, and in the last stage the reader will already be able to answer questions such as: What is the main idea of the story? Who is the main character? With the help of these practices, reading will be easier.

Reflections

1. There are many practices to instill the reading habit in children, and this one of the questions before, during and after is one of the most used and I think it works because the children are attentive to what the teacher or the person who is reading the book will ask story

2. By studying this topic, we realize how important it is for a child to explore his knowledge before starting to read, during reading and at the end of reading, since this allows him to better understand what he is reading.

3. As teachers we must include key practices so that students or ourselves develop reading comprehension, know how to understand and identify each main idea and have a detailed understanding of the reading we are reading. An important point in this topic is knowing how to read with punctuation marks, not respecting them can be a disadvantage to our reading comprehension

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Reading can simply be defined as a complex ability to extract, or build, meaning from a text. Reading comprehension involves abilities to recognize words rapidly and efficiently, develop and use a very large recognition vocabulary, process sentences in order to build comprehension. A critical factor in teaching L2 reading is helping students understand that different tasks and different activities involve differing levels of demand on comprehension. Some tasks require a high level of detailed comprehension. Other tasks may involve the understanding of main ideas and some supporting information (see Grabe, 2009). there is evidence that fluency practice leads to increased L2 reading fluency and to some improvement in L2 reading comprehension. Improved word reading fluency through training has also been reported by Fukkink et al. (2005).

Reflections:

1. It is very important to know the key in the development of reading and in this way motivate and help students while they are adopting the habit of reading. also teach them techniques for them to adopt a better understanding of the text they are reading and be able to advance to a higher level of reading.

2. I think one of the purposes of teaching reading is to read fluently. A student reads fluently when he does so accurately (relates letters to sounds), has the right expression (reads with intonation and rhythm), and speed. Fluidity helps improve reading comprehension. When you read by spelling words, it's hard to understand their meaning. What is read should be properly intonated and given the correct expression. If you do this, you can better relate what you read to what is known about the topic.

3. Resilience is a skill that requires practice and patience, for some people it is more difficult to develop this skill, but it is very interesting to know that by surrounding ourselves with books we can gain wisdom allowing us to face the difficulties that often arise

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They are classified according to the level: Beginning: Involve students in the development of their own reading skills, these activities are: Reading Around the Room, Sorting by Sound, The Food Label Store, Cooperative Vocabulary Building and Early Writing With ELL and Monolingual Students. High Beginning +: Facilitate reading comprehension using the visual elements of graphic novels, these activities are: BabyMouse Talks to Felicia Furrypaws, Rime Reading, Roll the Dice, Orally Summarizing Intermediate: Practice reading out loud in an enjoyable manner and motivate learners to read in class: Who Can Finish the Story? Any: Help younger students learn to analyze characters, these activities are: Character Collages, Character Faces, Make Your Own Character.

Reflections:

1. It is very interesting to see how every day we learn new ways to teach reading, since every day it is more difficult to find people who love reading. The best thing to do is to start with the children reading small stories to form the habit of reading.

2. It is important to know the different ways of teaching reading and always updating on the subject and putting into practice all the ways to see which one makes it easier for the apprentice.

3. It is beautiful to apply new ways to teach reading to new generations or adults with striking exercises such as building cooperative vocabulary, collective reading and with it practicing reading aloud in a fun way, helping new readers to learn to analyze characters, their physical characteristics and their temperament characteristics, the places where the stories take place, among other details.

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Metacognitive knowledge refers to the general assumptions that students hold about themselves as learners. This, in turn, has a facilitating effect on students' learning, for they see themselves as initiators of their own learning and it helps them to rely on their own potential as good language learners.
Carrell’s (1989a) study focuses in the relationship between their metacognitive awareness and their comprehension in both first and second language reading. She observed a significant relationship bet-ween metacognitive awareness about reading strategies and reading performance. Thus, the subjects' preference for global or local stra-tegies had an effect on reading performance. Global strategies have to do with use of background knowledge, reading for the text gist and use of textual organization, whereas local strategies are those re-lating to sound-letter, word-meaning and sentence syntax. Carrell’s (1989a) observed a significant relationship bet-ween metacognitive awareness about reading strategies and reading performance. Thus, the subjects' preference for global or local stra-tegies had an effect on reading performance. Global strategies have to do with use of background knowledge, reading for the text gist and use of textual organization, whereas local strategies are those re-lating to sound-letter, word-meaning and sentence syntax. We also carry out an empirical study about the relationship bet-ween our students’ judgments about the effectiveness of the various reading strategies and the effectiveness of their reading. The sub-jects of our study are all students of English as a foreign language, at a low proficiency level in English. As this is the profile of the students we usually wotk with we hope that the results we obtain will contribute to improving both our knowledge of our students and our teaching.

Reflections:

1. Metacognitive awareness helps learners to be self-confident and, therefore, to achieve better results in the acquisition of a new language.

2. Metacognition is the degree of awareness that the person (the student) deliberately applies to their cognitive processes, content or activities with the aim of controlling them. They distinguish the meaning of the term consciousness as well as control.

3. Meta-cognitive knowledge refers to the degree of general awareness that students have about themselves as learners or about the cognitive processes that are carried out in a task. When we read we must be meta-cognitive, this means that we must be aware if we are understanding or not understanding what we read

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The acquisition of a second language, or sequential language acquisition, is the learning of a second language once the basic acquisition of the first language has been completed. According to specialists, one of the best ways to acquire vocabulary and grammar is through reading (Rodrigo, 1997; Barcroft, 2005). It is irrefutable, then, the importance of the role of reading in the classroom (L2 onwards). For example, it's not just reading that's a way to  acquiring vocabulary and grammar is also a good tool for presenting the culture of the meta language (Rodrigo, 1997; Omaggio, 2001). Reading in a foreign language favors curiosity about the new language and the desire to understand and speak it. Reading, in addition to being a form of study, can be converted for children into a playful activity to let the imagination fly, if you select well the contents that may interest them according to their age. Reading is a wonderful tool for learning any language. Among its benefits favors the expansion of vocabulary, reinforces spelling and grammar helps to learn the correct pronunciation of sounds.
4 Advantages of reading to learn a language. - Reading helps us expand vocabulary by learning new words and expressions - Reading improves spelling and grammar, reading helps to recognize how words are written and allows you to learn. -La reading aloud promotes oral comprehension and certain sounds, also improving intonation. - Reading promotes brain gymnastics.

Reflections:

1. Reading to improve a language is definitely one of the most successful techniques we know, it helps us in every way we can imagine.

2. It is very important to know in a broad way the practices that must be implemented when teaching reading in a second language, such as the sounds of each letter, the sound and the performance of each word in a reading for example and to know respect punctuation marks in order to understand what we read. Be sure of the knowledge we are sharing and know how to transmit to have excellent results when listening to our students in practice.

3.Reading is very helpful in the acquisition of a new language, since it is the best way to enrich our vocabulary, it also helps us to improve our writing and grammar. Reading is a wonderful tool that lets our imagination fly while we learn

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Weber has put forward three definitions for reading: Knowing how to pronounce written words. Know how to identify the words and meaning of each of them. Know how to extract and understand the meaning of a text. 1. Children, when reading, construct their own meaning. Reading is comprehending, that is, the construction of meaning. Readers construct meaning by interacting with the text (Pearson, Roehler, Dole, and Duffy 1990) on the basis of their existing or prior knowledge about the world (Rumelhart 1980). The importance of prior knowledge in reading has been demonstrated through research based on schema theory (Anderson and Pearson 1984). According to  schema theory, readers understand what they read-only as it relates to what they already know. 2. Effective reading instruction can develop engaged readers who are knowledgeable, strategic, 2 motivated, and socially interactive. Until recently, reading instruction focused almost exclusively on cognitive aspects—for example, the mechanics of reading. However, teaching students to become literate involves much more. Literacy depends on a myriad of factors related to the context of literacy activities (e.g., the kind of social interaction that takes place during a reading group discussion) and the child’s personal attributes, including cognitive development. An engaged reader (1) uses prior knowledge to gain information from new material; (2) uses a variety of skills in a strategic way to gain information independently; (3) is internally motivated to read for information and for pleasure; and (4) interacts socially to make gains in literacy develop. 3, Phonemic awareness, a precursor to competency in identifying words, is one of the best predictors of later success in reading. Phonemic awareness--discerning that spoken language is composed of phonemes--is an important predictor of success in learning to read (Juel 1988). It involves a child's ability to hear the sounds in a word and to distinguish between words based on the different sounds. Phonemic awareness helps children learn the letter-sound correspondences needed to read and spell words. Studies (Ball and Blachman 1991; Lundberg et al. 1988) have shown that phonemic awareness training improves children's ability to read and spell. Unless word identification is effortless and automatic, the reader cannot devote attention to constructing meaning while reading. Phonics--instruction in the relationship between letters and sounds--can help children attain automatic, visual recognition of spelling patterns within words for word recognition. Efficient recognition of spelling patterns, in turn, depends on accurate and automatic recognition of individual letters. Studies of young children show that the most
4. Modeling is an important form of classroom support for literacy learning The literacy classroom learning is a constructive, interactive process. As children develop literacy skills, they need careful guidance and support within their reading, writing, listening, and speaking experiences during instruction. Support in this context is sometimes referred to as “scaffolding.” Teacher modeling, a form of scaffolding, is a way of showing students how to approach a task such as finding the main idea of a story.
5. Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding mental activity for children Research indicates that it is important to provide children daily with positive experiences involving stories and other literature (Morrow, O’Connor, and Smith 1990). Opportunities for such experiences include reading and retelling stories, discussing stories critically, role-playing, responding to stories both orally and in writing or through expressive art (e.g., drawing), and sharing books with peers. Children support one another in their  efforts to understand and reflect on stories (Eeds and Wells 1989). When children participate in one-to-one readaloud events, the quality and complexity of their responses increase. Also, when children have repeated experiences with stories, their interpretive responses become more varied and more complex.
6. Responding to literature helps students to construct their own meaning, which may not always be the same for all readers. Responding is a natural part of the reading process. When students read a piece of literature they respond to it by using their prior knowledge to construct meaning. That is, their transaction with the text results in the construction of their own personal meaning (Rosenblatt 1938/1976; 1991). Responding helps students develop their metacognitive skills, which are important to constructing meaning (Palincar and Brown 1986). Students develop these self-monitoring skills by being encouraged continuously to think about and respond to what they read and write.
7. Children who engage in daily discussions about what they read are more likely to become critical readers and learners. Classroom discussion is vital to student learning. Research shows that students’ verbal exchanges about content improve learning and increase their level of thinking (Marzano 1991). The social nature of learning implies that, because each context is different, participants must always evaluate what to say, when and how, consider options, and make choices. Learning rests on taking these actions. (Hansen and Graves 1991).
8. Expert readers have strategies that they use to construct meaning before, during, and after reading As students become proficient readers, they develop a set of plans or strategies for solving problems they encounter in their reading experiences. Much research has been conducted to identify these strategies (Baker and Brown 1984; Pressley, Johnson, Symons, McGoldrick, and Kurita 1989). Although much remains to be done in this area of literacy research, at least five important strategies have been identified as critical to learning and therefore should be taught in a good literacy program (Cooper 1993). These strategies include: inferencing, identifying important information, monitoring, summarizing, and question generating.
9. Children’s reading and writing abilities develop together. While reading, readers reread and modify meaning accordingly. While writing, writers think about the topic and the more they think, the better developed their writing becomes. They also think about what they've written, reread it, and make revisions to improve it.
10. The most valuable form of reading assessment reflects our current understanding about the reading process and simulates authentic reading tasks. In the past, reading assessment focused on measuring students’ performance on a hierarchy of isolated skills that, when put  together were thought to comprise “reading.” Now it is known that the whole act of reading is greater than the sum of its parts (i.e., isolated skills). Moreover, these parts are interrelated within a literacy context and do not always develop in a hierarchical way. The discrete skills concept has been replaced with a more constructive, interactive view of literacy learning. This view of reading has grown out of the research on cognition over the last 25 years, which has dramatically changed our understanding of learning. However, by and large, practices in literacy assessment have not kept pace with what is known about literacy learning, although they are beginning to change.

Reflections:

1. There is nothing like reading to children to encourage them to read and make them interested in learning to read and if they become passionate about what they read in a short time, curiosity will be aroused to learn to read on their own. Ask her what they are reading if they like it or not and help them with the phrases that they do not understand, practice with model readings, they learn more by imitation and read their favorite books so that they are willing to learn more quickly.

2. In the principles proven to teach English they are taught a huge step in their learning. First of all, it is not appropriate to put pressure on a child or try to force him to read early. You must wait for him to be prepared, to show interest, and to see him with enthusiasm for learning. That's the ideal time to help.

3. Reading helps children to develop their imagination, this helps them to have their own criteria, building their own meanings, in this process is very important the motivation of the parents and also the teacher

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The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills

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The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills

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With the increased use of computers in both domestic and school environments, students have displayed more interest in the use of computers. Their vocabulary and comprehension skills appear to have shifted emphasis from reading the printed text to the use of the electronic medium. Literacy acquisition determines the relationship between cognitive skills (perception and memory) and reading skills (decoding and comprehension). The influence and impact of computers on children, according to Chandler (1985), 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. The first technique of data collection involved participant observation and note taking. During the field work, the students felt comfortable participating in the study with an investigator that they knew rather than a total stranger. The strategies employed were to observe students’ performance and participation in class activities under different contexts and  settings. This type of strategy enabled me to observe and note students’ behavior.

The second ethnographic technique was to interview the students (participants). The interviews were based on the length of period the students spent in front of the computer, their reasons for having a computer and their preference of software applications.

Students often do not require instructions to operate electronic devices. Nowadays, the majority of our students do have access to personal computers at home. However, the schools always seem to be the main target for any raised issue concerning the young.

Reflections:

1. It is very important for a child to be influenced by a computer from an early age, since this allows him to develop his cognitive and reading skills, it is good to know that nowadays most children have access to computers at home.

2. In these times children have free access to computers which is good for them in the aspect that they can develop many reading skills.

3.The impact of technology has been evident in everything that has to do with the manual. Everything with the help of the use of the computer becomes easier and faster. This is a matter of shared advantages and disadvantages. With the use of the computer we find reading data, the subject of literacy, reading comprehension and vocabulary skills in a short time and for the little time invested a good learning is not certain. Everything must be balanced we are in other times and we should not lean in one direction only.

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Throughout the life of the human being, many situations can happen that cause sadness, fear, anger, and many other negative emotions that counterbalance health, these can demotivate and move away from their goals the person who has gone through a bad moment. In the face of any problem, it is important to develop resilience. What is resilience? It is the virtue that consists of being able to overcome and adapt to unpleasant circumstances with the confidence and certainty that you can get ahead despite everything. Resilience can be learned like any other skill and requires practice and patience. One of the most effective ways is to surround ourselves with books, when we read about this topic and we realize that there are people who are facing the same or different problems and overcoming difficulties, it is a support and that helps to develop the same mentality, whether it be for us, members of our family or the smallest of the house, we cannot protect the new generations from all the disappointments and challenges of life. Some children show more emotional resilience than others, but all children have tools to build resilience. (Benard 2004). The use of children's books helps to develop protective factors for the children who were affected.

We can find books that help our children to be brave, break free, and build resilience. Books that build children's resilience can give them a preview of the wisdom they can gain from life's various experiences. As guardians, parents or simply adults we can let our children learn to get up when they fall and we can also read them stories about characters who have fallen, failed and who found the courage, strength, endurance and courage to recover and that they know that they too are capable of that and much more with God's help and with all our support. The beauty of all this is that there are advantages of resilience for children and also for adults, some of these advantages are: - Less likely to suffer from depression and easier to get out of it. - More satisfactory relationships (partner, friends, coworkers, etc). - Greater self-esteem and tendency to criticize yourself less. - Propensity for better physical and mental health. - They know how to face challenges. Among others ... Some characteristics of resilient people are: - They know how to detect the causes of difficulties, avoiding their recurrence on another occasion. - They are not controlled by their emotions or adversities, and can remain calm in times of difficulties. - They are optimistic. - They are competent who are aware of what they can achieve. - They are empathetic. In other words, they show great sensitivity for others etc ...

As human beings we are exposed to go through many circumstances that life can allow, some are minor but there are very serious ones and when around us there are children or adults who are going through Due to these traumatic situations, we must be empathetic and look for a way to help, we must not underestimate these types of people because they can rise up in such a way that they can be pioneers, leaders and help for others who are going through different obstacles. Says a phrase that many of us know: "Today for you, tomorrow for me", it may be that one day we will help someone who needs it and since we are not exempt, at some point in life that person can be our support thanks to what one day we sow in it. The issue of resilience is extensive and of vital importance to the human being. As adults and teachers we must bear in mind that when we teach our children to face each problem calmly and that everything in life has a solution and therefore a purpose. With this we avoid in the future traumatized, insecure, depressed, cowardly men and women, with low esteem, among other characteristics.

Reflections:

1. Using books to use resilience is one of the most successful practices. There is nothing more pleasant in this world than helping people who are going through similar situations with your experiences and letting them know that they are not the only ones and that they are not alone, there are many people who have shared advice on improvement through a book and every reader has overcome their bad experiences with the help of a resilience-building book made with love.

2. Resilience is a skill that requires practice and patience, for some people it is more difficult to develop this skill, but it is very interesting to know that by surrounding ourselves with books we can gain wisdom allowing us to face the difficulties that often arise.

3. The books to Practice Resilience are so important and incredible, in the books we can find different situations that we may be experiencing but we do not know how to act but reading a book that helps with resilience finds a good answer. There are many books that can help the reader get out of a bad time and practice resilience.

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Creating Passionate Readers Through Independent Reading

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Creating Passionate Readers Through Independent Reading

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Independent reading is when children take responsibility for reading texts of their own choosing for a set amount of time. In this way, the reading habit of children is increased, since they are reading what they like.

Self-selected books are just as important to learning as level reading. Through their choices, students gain a sense of independence and increased self-confidence. When they validate themselves, when the book is interesting and they enjoy their choice, they confirm that they can make good decisions on their own. Knowing this can increase your motivation, a key component of independent reading. When a child is motivated to read a book, for whatever reason, this often makes up for reading difficulties.

"Through the reading they choose, they gain a sense of independence and greater self-confidence."

Not only can it help motivate a reader to decipher difficult text, it can also increase engagement with the text. And this is one of the most difficult tasks for hard-to-master readers: staying engaged with what they're reading. When a child reads more, he or she becomes a more capable reader. So our goal should be to help children find texts that motivate them to read and keep them engaged, so that they in turn continue to explore.

Reflections.

1. I think independent reading in children is the first step for them to read out of passion and not out of obligation, since they will be reading what they like.

2. It is very important for a child to choose the book they want to read, since this allows them to feel comfortable reading what they like, it also allows them to be more involved in the reading activities and in this way become lovers of reading.

3. The responsibility that some teachers have to create passionate readers through reading is of utmost importance, to achieve this goal it is necessary to apply different reading strategies and when these strategies are applied from childhood there are more possibilities of developing this beautiful habit in an independent way, achieving people rich in knowledge, vocabulary and lovers of reading

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Solís, M.; Suzuki, E. y Baeza, P. (2011). Niños lectores y productores de textos: Un desafío para los educadores.
Ediciones Universidad Católica, Santiago de Chile.

Swartz, S. (2010). Cada niño un lector: Estrategias innovadoras para enseñar a leer y escribir. Ediciones Universidad Católica, Santiago de Chile.

Barnett, M. A. (1988). Teaching reading in a foreign language. ERIC Digest.
https://www.ericdigests.org/pre-9211/reading.htm

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Radi, O. (s/f). The impact of computer use on literacy in reading comprehension and vocabulary skills. Edu.au. Retrieved on August 22, 2021, from https://crpit.scem.westernsydney.edu.au/confpapers/CRPITV8Radi.pdf

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I was born in December 1997 in Tegucigalpa Honduras; I am an only child my parents' names are Argentina Lagos and Nelson Tabora. Currently, I only live with my mommy and a cousin, and I have a pet it name is Rocky is super affectionate and playful. In my time books, I like to play ball I love sports, I also like to help others, and I like to cook and keep my house in order.

I started my studies when I was 5 years old in kindergarten that was near the colony. At 6 years old, I entered the República de Costa Rica school until sixth grade was a great experience, and I received a good education, then in seventh grade until ninth grade, I was at the Santa Mónica Private Institute where it brings me many emotions and memories that I still have and finally, I studied at the Mixed Normal School for me it was a great blessing to be able to study there I have so many very beautiful memories in my heart.

I hope one day to become an excellent teacher and to be able to help my students both academically and personally. I have many dreams that I want to fulfill and help those who need them most.

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1. The issues that we raise are of the utmost importance since reading is very important in our lives and even more so for those of us who are students to teach our knowledge as a group we believe that it is essential to promote the habit of reading from an early age since each book is a new adventure. Also, if we have the habit of reading, we can even learn a second language since our mind opens up to new knowledge and when; we adopt this beautiful habit, our mind and ideas develop,and we become enriched our knowledge. The brain is exercised and stimulated, facilitates interaction and social relationships as they help to develop conversation topics, intends for people to express thoughts, feelings, and knowledge in a clear and orderly way, avoids daily stress; and more and more benefits are being discovered very real for our health, reduces stress, slows cognitive decline, improves sleep, makes us more I intelligent and agile in addition, little by little we know different effective practices to help our children and adults to develop the habit and love of reading.

2. Continuing in the aforementioned, it is of the utmost importance to have a habit of reading and above all to influence children who have that passion for reading. Today we can see children and many of the young people focus more on social media than on being able to grab a book and enjoy learning new words and much more that books can offer us. Having a reading habit does not make us look like - Nerds as we are called by many of the young people who do not have that habit, on the contrary, we get a little more knowledge.

3. In conclusion, each human being is a world and each one has his or her own way of promoting reading, and each one exercises his or her own way of life and is very noticeable when reading is encouraged in the way of thinking, expressing oneself and one’s creativity. Reading is a very important part of our student life and outside it too, thanks to reading we can discover new stages of our life and meet new doors that lead us to a bright future, Above all, we must learn to develop this habit so that we can have a more evolutionary society.

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I’m Edna Abely Miranda Lopez, I was born August 3, 1999 in Gracias, Lempira. I have 2 brothers, my parents are Edna Lopez and Genaro Miranda, now I only live with my mom and my cousins.

I started my studies when I was 5 years old, but I did not graduate from kindergarten, I started my primary school at the age of 6 at the José Cecilio del Valle Basic Center in Santa, Cruz, Lempira and my high school I moved from school to Minerva School and finished my high school in the same school. I really love it is school.

I hope in the future to be the best and a great teacher that my students will be able to tend.