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Universidad Nacional Autonoma de Honduras

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Universidad Nacional Autonoma de Honduras

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Class: Reading Seminar

Task: Portfolio

Teacher: Rosa Palacios

Students:
Jharely Andrade 201520102017
Daniela Fonseca 20161001123

Monday, April 27th 2020

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A portfolio is an excellent tool that allows us keep important documents in written order, which can be viewed by anyone. There are physical and digital portfolios, and our case we will create a digital portfolio. The following portfolio aims to clarify our knowledge acquired during Reading Seminar I class, through summaries on the topics seen in class. This will facilitate the learning process since the summaries help us to shorten large information and get the most important out of it. Likewise, we will give small reflections on those learned throughout the course.

This work will serve us as a reminder. Since reading as well as its techniques are very important for us students of foreign languages because it help us to improve our reading comprehension and also to improve our fluency when speaking the English language, since when we read we learn new words and acquire new knowledges.

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My name is Jarely Tonita Andrade Perez; I was born in Gracias Lempira, Honduras on June 27th, 1996. I am 24 years old.

My parents are Jorge Alberto Andrade and Nery Perez, both are teachers. And I have three siblings, Yulissa Andrade, Violeta Andrade and Alberto Andrade, and I am the third of the four siblings. At the age of 7th, my family and I went to live in San Sebastian Lempiras, At that time there were not many cars, and buses then we had to travel on horseback, it was very fun and I loved riding a horse except when it rained a lot and the rivers grew. So, in that small town I attended my primary education at the Basic Center Jose Trinidad Reyes. Then, we returned to Gracias Lempira, at the age of 12 I attended high school at the Technical Institute Dr. Ramon Rosa. It was in that institute where I learned to play the tenor saxophone; I was the first woman to play that instrument. At the age of 15, I attended middle education at the Escuela Normal Mixta Justicia y Libertad, graduating as a primary school teacher. When I finished high school I was not sure what career I wanted to study, I spent a year thinking about what to do and I never decided, because of that my mother forced me to enter the Universidad Pedagógica Francisco Morazán, there I spent a year taking the general classes. Then the next year I took the exam to enter the Universidad Nacional Autónoma de Honduras. First, I was in the Cede de Santa Rosa de Copan, taking my first classes. Then, I went to the City of Tegucigalpa to continue my career in Ciudad Unversitaria. Now, I am a passant of the Foreign Language Career with Orientation in English.

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My name is Daniela Alejandra Fonseca Ramos, I was born on September 26, 1997, I am 22 years old and I am from Comayagüela, Fracisco Morazán. I lived with my grandparents until I was 8 years old and now I live with my parents and my brother Raúl Fonseca, Melba Ramos and Eduardo Fonseca, we also have 3 beautiful dogs. My dad is a merchant and my mom has a grocery store where my brother and I work.

I am a student of a foreign language career, and in the future I would like to study a degree in mathematics. I graduated from a Catholic school, it´s called San Buenaventura. I studied at this school from kindergarten to high school. I graduated from the latest generation of computer technicians. Although I spent 13 years at the same school, I have very few friends, but in that place I met my boyfriend.

I am a somewhat shy and little sociable girl, but I consider myself a sincere and very loyal person, also I like to help those who need it most, I do not like lies or manipulative people. I like cats and dogs and I am afraid of all kinds of reptiles. I love to dance and sing (although I don't sing very well).

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Creating Passionate Readers Through Independent Reading Summarize

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Creating Passionate Readers Through Independent Reading Summarize

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Nowadays it is very difficult for children and young people to be interested in reading since there are many applications and games that steal their attention more. A common and ancient belief of teachers and parents is that "The more you read, the better you read." In the 1980s and 1990s, students did not choose to read at home or had no books at home, schools began to provide independent reading. As the years progressed, more and more requirements were added to the English language arts instruction and curriculum. Teachers were no longer able to provide time for anything and everything, so crucial decisions were required on what to include in daily instruction in students' lives example: Classroom time to self-select and read a large number of books and a variety of text, Explicit instructions on what, why and how readers read, Monitoring and teacher support during independent reading time in class.

Students in classrooms and in life are required to pay sustained attention to reading assignments. Sometimes reading seems to be connected to life, but other times, reading seems to be connected to external factors like assessment. Choosing reading texts may not be enough to involve all students in reading because texts are important and should be engaging. Better texts mean better book choices and greater student motivation.

Comprehensive reading can help students learn the meaning of thousands of new words each year, while developing outline or background knowledge. Students' reading ability is influenced by the number of outlines or interrelated information they have on a topic under study. Wide reading exposes students to various topics and information that can be used in future reading. When independent reading focuses on the reader's choice, readers inevitably find books they love, and then often find friends and others to have a conversation about such books.

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Creating Passionate Readers Through Independent Reading Personal Reflection

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Creating Passionate Readers Through Independent Reading Personal Reflection

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children focus their attention on video games, movies, series, etc ... leaving aside reading since parents used to be with a cell phone so that they can rest easy. When these children enter school, their teachers want to instill in them the habit of reading, and that is where they begin to have problems since they are used to other things. It is very important that teachers explain to their students the benefits of reading, such as expanding their vocabulary, their knowledge and further developing their imagination. In addition, teachers and parents should investigate what genre children would like best so that they can become more interested in reading. reading also helps so that children can get along with other people, for example 2 children who do not know each other but have the same interest in a literary genre, this can help them to interact. In conclusion, we must instill independent reading in children so that they can have a better knowledge and thus do not depend on hobbies that do not help in their education.

Daniela Fonseca

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Creating Passionate Readers Through Independent Reading Personal Reflection

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Creating Passionate Readers Through Independent Reading Personal Reflection

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Nowadays technology has come to change our lives, as well as our minds, leaving books aside. Now children prefer to play video games on their phones, watch a movie or watch videos, this is because parents prefer to buy a cell phone or tablet for their children instead of a book. I think that if we instilled in children reading from home, teachers would not have to force their students to read a book, and children and also adults would not be forced to read just because the teacher left them homework. . Reading should be more than anything a pleasure and a desire, the desire to learn, to make our imaginations fly, to reflect and understand any text and above all the desire to know new words and their meaning. When you read you learn not only new words, but you also learn about the world, life and everything around us. Reading makes living with other people easier, since it makes you outgoing and sociable, you always have something new to say and to learn. I think that a good strategy for children to be interested in reading is to investigate the genre of reading they would like, in this way they would not get bored and inadvertently they would be learning.

Jarely Andrade

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Effective Practices for Developing Reading Comprehension  Summarize

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Effective Practices for Developing Reading Comprehension  Summarize

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Reading comprehension research has a long and rich history.  Most of what we know has been learned since 1975.Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. We know a great deal about what good readers do when they read: • Good readers are active readers.  • Good readers typically look over the text before they read.  • As they read, good readers frequently make predictions about what is to come.  • Good readers try to determine the meaning of unfamiliar words and concepts in the text. • They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. • They monitor their understanding of the text. • Good readers read different kinds of text differently. • When reading narrative, good readers attend closely to the setting and characters.
There is a great deal, if not overwhelming, and a variety of techniques that work, although the use of a single technique has only improved students' understanding. Teaching what we call collections or comprehension strategy packages can help you.

Balanced Comprehension Instruction, to borrow a term from the decoding debate, comprehension instruction should be balanced. By this we mean that good comprehension instruction includes both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of text. The components in our approach to balanced comprehension instruction are a supportive classroom context and a model of comprehension instruction.

Building a Comprehension Curriculum, with this overall model for comprehension instruction as a background to be used in teaching any useful strategy, we now turn to specific comprehension strategies that research has shown to be effective in improving students’ comprehension of text.  Age groups used in studies consulted for this review range from kindergarten through college level. Certainly not every strategy presented has been tested for this entire range of age groups, but neither is there substantial evidence to indicate that any strategy is inappropriate for any age range. Some effective individual comprehension strategies are:-Prediction, -Think-aloud, -Text structure, -Visual representations of text, –Summarization, and Questions/questioning.

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Reflection about the Effective Practices for Developing Reading Comprehension  

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Reflection about the Effective Practices for Developing Reading Comprehension  

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In my opinion, I think that reading comprehension strategies are very important and should be taught in all schools and colleges. I believe that these strategies should not only be learned by a child, but also by adults and by all teachers, since it is we who can help students develop strategic thinking. I think that all teachers should create a reading space that provides real texts, provides a variety of different genres and provides an environment rich in linguistic experiences, including discussion of words and their meanings, as well as the interpretation of texts, since that with the practice of reading comprehension we would not only learn to reflect, but it would also be easier for us when learning a new language.

Jarely Andrade

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Reflection about the Effective Practices for Developing Reading Comprehension  

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Reflection about the Effective Practices for Developing Reading Comprehension  

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when the reading habit has been instilled in children, they can become good readers as a result of this, people are really active in any activity, they have the habit of reading and being informed, they know how to predict some things since they may have read about the situation that is happening in those moments.

Daniela Fonseca

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Key Issues in L2 Reading Development Summary

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Key Issues in L2 Reading Development Summary

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Research on L1 vocabulary knowledge in English has shown that fluent readers have very large and automatic recognition vocabulary knowledge and that vocabulary knowledge is highly correlated with reading ability. While estimates of L1 word knowledge in English vary widely, the most widely accepted figure is that high school graduates know an average of 40,000 words as fluent L1 readers. Droop and Verhoeven reported a strong relationship between third and fourth grade L2 students' vocabulary knowledge and reading skills. In general, text comprehension is created when the reader constructs a semantic network of ideas extracted from the text to form a "text comprehension model". The text comprehension model requires that the semantic information from clause-level processing be combined into a network of central ideas and references that are repeated throughout the text. The experimental research on strategic training and comprehension instruction is extensive. Many L1 studies demonstrate a causal impact of instructional skills and strategies on reading comprehension.

The only set of studies that have indicated the positive effects of extensive reading on reading comprehension were studies conducted by Elley over a period of 20 years. In these studies, it has been shown that having students read extensively over a long period of time has consistently improved reading comprehension skills, as well as a number of other language skills. Students have a much smaller L2 language knowledge base when they start reading. His knowledge of vocabulary, grammar, and discourse structure is more limited. As an L2 reading becomes fluent and highly rated in reading comprehension, the reading processes involved become more similar. Higher level skills relate to comprehension skills more generally, and are not limited by limited amounts of linguistic knowledge. If we consider advanced fluent reading to be an experience level, and we should, then the notion that students will reap huge gains from effective teachers is a straightforward conclusion. In fact, effective reading skills instruction leads to significant improvements in reading comprehension. The notion that one person only has to read, and reads a lot, is not enough for students' reading development, effective and focused reading instruction makes a difference.

If students are to become good readers with a wide range of texts, they must recognize at least 95 percent of the words they can find in these texts, and fluency generally occurs when a reader can recognize 98-99 percent of words given text. In some cases, grammatical knowledge can make a difference in reading comprehension with more difficult texts, particularly if the grammatical form occurs multiple times and plays a role in comprehension. Understanding the main idea is not an easy skill to teach and, more commonly, teachers assess understanding rather than teaching it through post-reading questions.  Like other types of knowledge and learning skills, there are some key principles for text structure instruction. Finally, students need to explain to teachers and classmates how texts are structured and how the structure of discourse is pointed out. Among good readers, these strategies are often applied initially without much conscious thought. It is only when the initial set of strategies does not lead to successful understanding that a much more mindful mode of problem solving is activated. Developing fluency in reading is an important component skill for advanced reading comprehension skills. Developing fluency in word and passage reading also requires an extended commitment to the reading curriculum. Reading fluency cannot be practiced for a month or two. It is essential to explain to students why they are working fluently and "sell" to students in fluency, rate and recognition activities. At the same time, if these activities are done correctly, students enjoy fluent activities and look forward to them. Students can also improve fluency in word recognition by practicing rereading texts, reading a text while teaching.

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Key Issues in L2 Reading Development Personal Reflection 

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Key Issues in L2 Reading Development Personal Reflection 

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L1 vocabulary knowledge in English has shown that fluent readers have very large and automatic recognition vocabulary knowledge and that vocabulary knowledge is highly correlated with reading ability. His knowledge of vocabulary, grammar, and discourse structure is more limited. As an L2 reading becomes fluent and highly rated in reading comprehension, the reading processes involved become more similar. Finally, students need to explain to teachers and classmates how texts are structured and how the structure of discourse is pointed out.

Daniela Fonseca

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Key Issues in L2 Reading Development Personal Reflection 

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Key Issues in L2 Reading Development Personal Reflection 

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Developing fluency in reading is an important component skill for advanced reading comprehension skills. Reading has become something necessary, since with this we not only acquire fluency, but also, we obtain a very broad vocabulary knowledge and a series of linguistic skills. Research into the knowledge of L1 vocabulary in English has shown that people who read acquire fluency by learning around 40,000 words. On the other hand, L2 language learners have a much smaller base when they start reading. His knowledge of vocabulary, grammar is more limited. As an L2 reading becomes fluent and gaining high reading comprehension, the reading processes become more similar to that of L1 students. However, to become a good reader, you not only have to read a lot, this is not enough, but you also have to read and understand the text. It is important to know the meaning of each unknown word in order to have a reading fluency quite fluently. Finally, it should be explained to the students that in order to have a reading fluency, one must read daily, not just a month or two, or forcibly just because the teacher asks them to. in order to be fluent, you have to read texts or books of your choice.

Jarely Andrade

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Reading around the Room, when reading with young children, teachers often use pointer sticks to call attention to each word as it is read. Young learners enjoy using pointer sticks to find and read labels around the classroom. Sorting by Sound, sorting is an important skill for young learners to master. This activity combines sorting items and identifying first sounds in the items’ names. BabyMouse Talks to Felicia Furrypaws, graphic novels offer unique support for English learners. The visual nature of this genre provides detailed images that contribute to the understanding of characters, setting, and events. The Food Label Store, students may be more motivated to learn if they become involved in their own learning and if they can generalize what they are learning in class to activities outside the classroom.

Cooperative Vocabulary Building and Early Writing With ELL and Monolingual Student, this activity introduces house-related vocabulary and positional words to ELL students, and it encourages all students to practice phonetic spelling. As ELL students learn to read, having a wider English vocabulary will help them better understand and connect to texts. Because houses and home life are common topics for children’s books, this type of vocabulary is especially useful. Rime Reading, this activity not only introduces the students to different word families, but it increases reading fluency and vocabulary as the text is read and reread. Shyer students and those with limited language skills gain confidence as they read a familiar text, first as a group and then independently. Roll the Dice, this activity allows students to roll dice two times to create readable

consonant-vowel-consonant words. It is enjoyable, boosts student confidence and curiosity, and helps students discover new words. Who Can Finish the Story?  Reading out loud in class is challenging for learners, especially for young learners who lack confidence and are shy. Those learners tend to refrain from speaking out loud because of a high level of anxiety.

Say It, write It, Read It, In many environments, children are first exposed to English through pleasurable listen-and-do activities like finger plays, action songs, Total Physical Response routines, and dramatic storytelling. Then, when they reach middle school, they are suddenly expected to cope with challenging, text-heavy reading passages in their English language textbooks. Character Collages, after reading and demonstrating basic comprehension, students may need to do a more thorough analysis of the text and characters for important or longer stories. By using visuals from magazines and a quote from the text to support descriptive adjectives, even younger learners are capable of advanced character analysis through this activity. Character Faces, Being able to describe characters is an important part of story comprehension. Character description involves more than just listing adjectives to describe a character. Orally Summarizing, After students finish reading a story, they should be able to summarize the main events to demonstrate comprehension. Make Your Own Character, Students love certain characters because they identify with, or would like to be similar to, the characters. However, students are not always able to express this.

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The new ways of teaching reading are very interesting, since they give us the steps and procedures and many options that we can use in the classroom to be able to teach them in a better way, whether we teach children or adolescents. These new ways of teaching reading help students increase phonological awareness, facilitate reading comprehension, increase their fluency when reading and expand their vocabulary. On the other hand, this helps teachers teach younger students how to analyze characters from some reading.

Jarely Andrade

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New Ways in Teaching Reading  personal Reflection

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New Ways in Teaching Reading  personal Reflection

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As ELL students learn to read, having a broader English vocabulary will help them understand and connect better with texts. Because houses and family life are common themes for children's books, this type of vocabulary is especially useful. Say it, write it down, read it. In many settings, children are first exposed to English through enjoyable listening and doing activities, such as finger play, action songs, total physical response routines, and dramatic storytelling. Then when they get to middle school, they are suddenly expected to face challenging reading passages and lots of text in their English textbooks.

Daniela Fonseca

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Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or other experienced reader. Students observe an expert reading the text with fluency and expression. The text must be large enough for all the students to see clearly, so they can share in the reading of the text. It is through Shared Reading that the reading process and reading strategies that readers use are demonstrated. In Shared Reading, children participate in reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as readers. Setting and Resources, a sense of community is developed when the time is taken to arrange for a small group of students, or when appropriate, the whole class, to gather in an area near a big book, chart/easel, wall story, or text written on the chalkboard, so that all participants can easily see the enlarged text and engage in the experience comfortably.  A chalk board, a pointing stick (with a rubber tip for safety when possible) File cards, and a highlighter marker. These may be used during a session to reinforce teaching objectives for students.

Shared Reading provides an excellent opportunity for teachers to model the integrated use of the cueing systems and strategies for reading. The shared reading experience also provides the opportunity for the teacher to share different genres, or types of books, with students and familiarize them with some of their text features. Shared Reading Process: A shared reading session may be conducted in many ways, depending on the needs of the students and the teaching objectives determined by the teacher. Shared reading with strong teacher support and guided reading with less teacher support are two ways the teacher can give students practice and immediate feedback, as they develop the skills and strategies necessary for successful decoding and comprehension.

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Shared reading is a reading process and strategy that readers use. This teaching method helps students to interact with each other, since they share with their other classmates what they learned or understood from some book guided and supported by their teacher. and they are also able to give their opinions and criticisms about a book, in this way the students begin to perceive themselves as readers. On the other hand, the whole and the resources are very important so that the students feel more comfortable when participating in front of the others. Shared reading is an excellent opportunity for teachers, since it allows them to share with their students different genres or types of books and in this way they can see what they like to read the most. Also the shared reading is of great support for the teachers since it facilitates the teaching when giving feedback on a book, while the students learn and improve their reading comprehension.

Jarely Andrade

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L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension Summary

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L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension Summary

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Carrell's study focuses the metacognitive awareness of second language readers about reading strategies in both their first and second language, and investigates the relationship between their metacognitive awareness and their comprehension in both first and second language reading. She observed a significant relationship between metacognitive awareness about reading strategies and reading performance. Some of the local and difficulty-causing reading strategies were positively correlated with reading performance. Our study continues the analysis of metacognitive perceptions of non-native readers about reading strategies and the influence these perceptions or ideas may have on second language reading performance.
We carry out a descriptive study about students' perceived ability to read in English and about the strategies they consider effective and focus on to read effectively.
We also carry out an empirical study about the relationship between our students' judgments about the effectiveness of the various reading strategies and the effectiveness of their reading. We hypothesize that different results to those in Carrell's study might emerge from a similar study but with different kinds of subjects.

Subjects. These subjects were studying at the Technical University School of Industrial Engineering in Gijón. Subjects read a text in English and answered six comprehension questions about the text , then responded to the metacognitive questionnaire about reading in that language. The text was on the topic of corrosión, with a problem/solution type of rhetorical organization. The next step was to analyse the relationship between the subjects' metacognitive awareness expressed in their answers to each statement in the questionnaire and their reading comprehension performance. For each statement we obtained the correlation coefficient. The correlation coefficient shows the correlation between the answers to each statement and the subjects' reading performance. The probability was not significant for any of the statements either .
After obtaining these results, we studied in more detall the tendency towards local or global strategies analysing it within the students. In this section we will explain the cluster analysis we carried out to classify the subjects in terms of their tendency towards local or global strategies. In our case we intended to form clusters according to the preference for global or local strategies, so that the differences should be mínimum within the cluster and máximum between any two different conglomérales. The three clusters showed a tendency towards local strategies, tendency which is higher in cluster 2 , intermedíate in cluster 3 and low in cluster 1 .

The higher percentage of subjects is in the cluster which shows an intermedíate tendency to local strategies In the group of statements on what subjects judged as effective reading behaviours, two of the clusters, clusters 1 and 3 showed a tendency towards local strategies, that is, the subjects in these clusters tended to consider the use of local strategies effective. This tendency is higher in the third cluster than in the first. Cluster 2 showed a tendency to global strategies , that is, subjects in this cluster tended to judge global strategies as characteristic of the reading behaviour of effective readers. In the group of statements on what subjects judged as effective reading behaviours, clusters 1 and 3 showed a tendency to local strategies.

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L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension personal reflection 

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L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension personal reflection 

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The importance of learning to read has stimulated considerable debates –theoretical, practical, and political ones– about which teaching methods and materials are the most effective. Reading researchers, perhaps now more than ever before, have a responsibility to use the most relevant research to bridge theory and practice with coherent and useful models for the development of reading, curriculum, instruction, and assessment. On the other hand, recent research in second language reading has focused on ''metacognition''. These studies investigate metacognitive awareness of reading strategies and the relationship among perception of strategies, strategy use, and reading comprehension. Strategy research suggests that less competent learners may improve their skills through training in strategies evidenced by most successful learners.Relatively, little research on metacognitive strategy training has been undertaken on second or foreign language reading.
Daniela Fonseca

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Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or other experienced reader. In Shared Reading, children participate in reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as readers. The shared reading experience also provides the opportunity for the teacher to share different genres, or types of books, with students and familiarize them with some of their text features.
Daniela Fonseca

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Ten Proven Principles for Teaching Reading Summary 

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Ten Proven Principles for Teaching Reading Summary 

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Readers construct meaning by interacting with the text on the basis of their existing or prior knowledge about the world. The importance of prior knowledge in reading has been demonstrated through research based on schema theory . Because text is not fully explicit, readers must draw from their existing knowledge in order to understand it. Teachers must not only recognize that independent reading and writing activities are crucial for expanding students’ prior knowledge, they must also systematically include such activities in their literacy program. Effective reading instruction can develop engaged readers. The context of literacy instruction and personal attributes in addition to cognitive development influence children’s reading success in profound ways. To be engaged readers, students must recognize the value of reading and their own potential as readers and learners. Teachers can help students develop this recognition by providing them with access to multiple sources of reading and resources for learning.
Many children develop these prerequisites without formal instruction. In a talk-aloud activity, the teacher gives students a series of steps they must follow to complete a task and then asks questions to guide students through the task from beginning to end. In a think-aloud activity, the teacher shares with students the thinking process one must go through to approach a task and complete it. On the one hand, in the talkaloud method, the teacher’s emphasis is on the procedural steps used to complete a task like finding the main idea. On the other hand, in the think-aloud approach, the teacher’s emphasis is on the actual thinking process that he or she goes through in approaching and carrying out a cognitive task like inferring a main idea.

Research indicates that it is important to provide children daily with positive experiences involving stories and other literature. 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 , and sharing books with peers. Children support one another in their efforts to understand and reflect on stories . Children’s stories, both oral and written, have been the subject of important research on the development of children’s ability to construct coherent text. As children hear stories told and read, they learn the structure as well as the linguistic features of stories or narrative text . Children often display this knowledge by «talking like a book» when they pretend to read their favorite stories . 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.

Permitting students to read fiction and poetry aesthetically enhances the goal of providing children with pleasurable experiences with literature . Students’ personal responses can be expressed through a variety of means such as oral discussion, debate, role playing, and graphic illustration. Encouraging students’ personal responses to literature improves their ability to construct meaning . Classroom discussion is vital to student learning.

Research shows that students’ verbal exchanges about content improve learning and increase their level of thinking. Traditionally, discussion in classrooms has not be common. As students advance through the grades, opportunities for discussion in the classroom appear to decrease. This situation has been so prevalent that in her study of secondary English classes, Alvermann called discussion the "forgotten language art"

Nevertheless, when students are given opportunities to talk and listen, they can and do converse in productive ways to learn in all areas of the curriculum . One way is to form a cooperative learning group of students with varying abilities to read, discuss, or respond to a piece of text.
at least five important strategies have been identified as critical to learning and therefore should be taught in a good literacy program . Inferencing is the process of reaching conclusions based on information within the text and is the cornerstone of constructing meaning. Inferencing includes making predictions using prior knowledge combined with information available from text.
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».
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.
Many teachers are using portfolio assessments that include multiple measures taken over time of an individual student’s reading and writing.

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Ten Proven Principles for Teaching Reading Personal Reflection

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Ten Proven Principles for Teaching Reading Personal Reflection

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This PDF offers 10 ideas to transform instruction in reading and heighten literacy for all students.  Readers construct meaning by interacting with the text on the basis of their existing or prior knowledge about the world. The importance of prior knowledge in reading has been demonstrated through research based on schema theory . Because text is not fully explicit, readers must draw from their existing knowledge in order to understand it. 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 , and sharing books with peers. Children support one another in their efforts to understand and reflect on stories. This situation has been so prevalent that in her study of secondary English classes, Alvermann called discussion the forgotten language art

Daniela Fonseca

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Teaching Reading in a Second Language Summary

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Teaching Reading in a Second Language Summary

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Effective reading is essential for success in acquiring a second language.  After all, reading is the basis of instruction in all aspects of language learning. Reading is a conscious and unconscious thinking process.  The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. The reader does this by comparing information in the text to his or her background knowledge and prior experience.  Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context. Language and culture cannot be separated.  Language knowledge and thinking patterns are socially constructed within a cultural setting, and each language/culture fosters its own way of understanding the world.  In other words, each culture fosters the development of different schemata of the world.

Consequently, teachers cannot assume that students who are good readers in their native language can simply apply successfully the same skills to reading in English.  Reading in English requires a set of thinking skills and attitudes that grow out of the spoken and written use of the English language.  Teaching reading in standard English to second-language learners and other limited English proficient students means helping them acquire the literate behaviors, the ways of thinking about text, that are practiced by native speakers of English. We can conclude, therefore, that second-language students need to learn to “think in English” in order to read effectively in English.  Reading instruction needs to be based on training ESL and EFL students in new ways of talking and thinking about texts. Extensive reading is a highly individualized approach to reading improvement.  Students select their own books and read at their own pace.  The teacher should guide students to select books at a level of comprehension that allows for “comprehensible input” (Krashen).

Reading skills are the cognitive processes that a reader uses in making sense of a text.  For fluent readers, most of the reading skills are employed unconsciously and automatically. ESL and EFL teachers, therefore, should train students in the skills that will give them the power to comprehend in English. Reading fluency can be defined as reading fast with good comprehension and adjusting the reading rate to suit the purpose for reading.  It is important to note that reading fluency does not refer to oral reading, however, because it is possible for someone to read a passage aloud fluently and not comprehend it at all. Reading comprehension depends on vocabulary knowledge and vice versa.  The more students read, the better their vocabulary becomes.  And the more vocabulary they know, the better they can read. Extensive reading, comprehension skills, reading fluency, and vocabulary building—these four components clearly overlap, as they should, because they are all an integral part of the development of effective second-language reading.

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Teaching Reading in a Second Language Personal Reflection 

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Teaching Reading in a Second Language Personal Reflection 

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Effective reading is essential for success in acquiring a second language. After all, reading is the basis of instruction in all aspects of language learning. Reading is a conscious and unconscious thinking process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. Consequently, teachers cannot assume that students who are good readers in their native language can simply apply successfully the same skills to reading in English. Reading in English requires a set of thinking skills and attitudes that grow out of the spoken and written use of the English language. Teaching reading in standard English to second-language learners and other limited English proficient students means helping them acquire the literate behaviors, the ways of thinking about text, that are practiced by native speakers of English. ESL and EFL teachers, therefore, should train students in the skills that will give them the power to comprehend in English.

Daniela Fonseca

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Teaching Reading in a Secong Language Refelction

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Teaching Reading in a Secong Language Refelction

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Reading isimportant for learning the second language, since when we read books in English we soak up knowledge, we not only learn English but we also know the culture of the language we are learning, for this reason the language and culture are not can separate. On the other hand, we as English learners have to learn to think in English in this way it will be easier for us to learn to effectively read English. For native speakers, it is easier to use reading skills since they do it unconsciously and automatically, but we as speakers of that second language need the help of a teacher to train us in the skills that will give us power. to understand in English. If we read daily we could go to have a fluency in reading but it is important to know that fluency in reading does not refer to oral reading, because someone may read a passage aloud fluently and do not understand it at all. Reading comprehension depends on knowledge of vocabulary. That is why it is important that when we read and do not know a word, we look for its meanings, this will help us to have an effective fluency in reading and at the same time we can understand the text. Reading skills, comprehension, reading fluency, and vocabulary development are an integral part of developing effective second language reading.
Jarely Andrade

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Ten Proven Principles for Teaching Reading Personal Reflection

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Ten Proven Principles for Teaching Reading Personal Reflection

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To be committed readers, students must recognize the value of reading and our own potential as readers and learners. Teachers can help students develop this recognition by giving them access to multiple reading sources and learning resources, starting with prior reading knowledge as the text is not completely explicit, so readers should have their existing knowledge to understand it. Many children instruct these prerequisites without formal instruction. In a loud speaking activity, the teacher gives students a series of steps to complete to complete a task, and then asks questions to guide students through the task from start to finish. As children listen to stories told and read, we give the structure and linguistic characteristics of stories or narrative texts. Children often display this knowledge by "speaking like a book" when they pretend to read their favorite stories. When students read a piece of literature, they respond by using their prior knowledge to construct meaning. Furthermore, students' verbal exchanges about content improved learning and increased their level of thinking. When students have the opportunity to speak and listen, they can productively converse and converse to learn in all areas of the curriculum. One way is to form a group of cooperative learning students with different abilities to read, discuss or answer a text.

Jarely Andrade

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

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

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This paper presents a pilot study. It was set to investigate a small sample of subjects in a junior high school on whether the increased use of computers, both in domestic and school environments, has affected the students’ development of literacy in reading comprehension and vocabulary skills. The data reveals that the majority of students under study  have access to personal computers. The high use of computers is not allowing their children to develop their literacy skills as expected at this age. Since computers began to play a major part in industry, changes began to take place in the school curriculum as well.

The main focus of the study stemmed from personal observation over years as a classroom teacher in the area of computer studies. 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. This shift has had a bearing on the development of literacy skills that may decrease the influence of printed text. During this study, a national survey was released by the Australian Bureau of Statistics, in 1997, and the overall result indicated that reading and writing practices have changed through time. This change has been attributed to the influence of increased use of technology.

Literacy acquisition determines the relationship between cognitive skills (perception and memory) and reading skills (decoding and comprehension). This can range from ‘word identification, word recognition’ and decoding to understanding the intent of the person who wrote the passage. The 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 emphasis has also incorporated quantitative techniques in generating and developing the final analysis. The first technique of data collection involved participant observation and note taking. This was done in the English classes away from computer equipment, 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. Throughout the study, a triangulation technique was also used to improve the validity of the data collected. A parents’ survey was also conducted to validate further the data provided by the students.

The students’ interviews revealed that 92% of students had access at home to a personal computer. No comparison was made between students who had home access to computers and those who did not. All students had access to school computers and to their friends’ computers when they were not at school. This suggests that the computers might have a negative impact on young people who are still in a process of learning and developing their basic language literacy skills. Their preference for using computers is far greater than for reading and writing. The weekly average of personal computer use was found to be 14 hours. This is only home use without taking into account the hours spent at computers at school.

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Using books to foster resilience inyoung children

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Using books to foster resilience inyoung children

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After a few short decades of resilience research, we are now beginning to look at children and their ability to bounce back in a different light. Although it was once thought children were unable to readily overcome adversity such as loss, poverty, abuse, and neglect, new information is presenting a different outlook on children and their innate ability to upright or re-center.

Defining resilience

Terms such as emotional hardiness, bouncing back, buoyancy, developmental adaptively, standing upright, being invincible, becoming invulnerable, and re-centering are common in resilience literature.

But a much simpler definition of resilience is the ability to cope with adversity and come back or rebound from extreme hardships or event. Children who most often are able to cope and bounce back after loss and separation seem to have a resilient core and high amounts of self-efficacy or enough ness.

Some kids display more emotional hardiness than others, but all children possess resilience-building tools

Protective factors and children’s literature.

Helping

Pass It On by Marilyn Sadler tells the story of a cow who gets stuck in the fence and her barnyard friends who take a while to rescue her. As they pass on the message about Cow, there is much miscommunication among the animals. In the end, the animals help Cow to get unstuck from the fence by working together.

Lead a discussion about how Cow must have felt as she waited for help to come.

Coping and patience

The Invisible String by Patrice Karst can be used to develop coping skills when children are separated from someone they love by showing them that even though they are separated, they can still be connected by an invisible string. Tape a piece of string between the child and the loved one to provide a visual of the connection.

Problem solving

Blackout by John Rocco is about a city where all the lights go out and the people find ways to cope by getting together and enjoying each other’s company rather staying alone in their houses. Rather than reading the book once and putting it away, use it more than once to as you lead a discussion about all kinds of adversity and how people can join together to work through a difficult time.

Responsibilities and jobs

In Make Way for Ducklings by Robert McCloskey, Mrs. Mallard shows responsibility by taking care of her family of ducklings, providing a safe place for them to learn to fly.

Are there pets in the classroom? Can children with younger siblings help their parents with tasks as simple as getting the baby’s clean diaper? Feeling needed within a larger group is a big protective factor in children, and our classrooms are a perfect place to foster responsibility.

Choices and decision making

Don’t Let the Pigeon Drive the Bus by Mo Willems is a lively story about a bus driver who steps away from his bus and tells the audience not to let the lurking pigeon drive. On each page, the pigeon petitions us to let him drive. This is a good book to discuss during as well as after reading: its questioning format lends itself to child interaction.

Making friends

Knuffle Bunny Too by Mo Willems is a story about two girls who become friends after getting their favorite stuffed animals mixed up at school.

Make a chart with picture and the title: Ways to Be

Friendly.»ç Ask children to think of the last time they behaved in a friendly way. Write the responses on the chart. Help children identify their behaviors as friendly or unfriendly. Discuss how to change the unfriendly behaviors to friendly ones.

Opportunities to participate and contribute. In this parable, a little bird who is born without wings is granted a wish and receives golden wings, which turns the other birds against him. Tico realizes that giving to others is as important as having wings for himself. Make a Tico board by providing feathers and have children place them on the board whenever they contribute to their community.

Caring relationships and empathy

The Runaway Bunny by Margaret Wise Brown is a timeless classic that describes a caring relationship between a mother bunny and her little bunny.
Have the children take turns being the mother and her bunny. Lead a discussion on relationships and what it means to have people who care about us.

Setting boundaries

Stop Picking on Me by Pat Thomas introduces the concept of making boundaries when someone mistreats us. Use this book to open a discussion about how it feels to be picked on and ways to set boundaries. Hula hoops are good visual objects to illustrate the boundaries that we need to keep us resilient. Pretend that we are all in our own bubbles and that bubble space is necessary to help us learn about boundaries.

The ages and stages of development of the children in your care will determine the extent of the discussions of the stories and the activities that you can do.

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

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

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Technology has come to change the world. It has its advantages and disadvantages, for example, studies we conducted show that the use of computers has affected the development of student literacy in reading comprehension and vocabulary skills. Today, children spend a lot of time in front of computers leaving books aside. They prefer to play a video game before using their computer for educational purposes. This is also part of the parents' compliance, since when they see how technology is advancing they start buying computers for their children or any electronic device, I am not saying that this is wrong, on the contrary it seems good to me that the children learn to use these devices as the world is changing and as I said the technology is advancing. The problem here is that children spend hours and hours in front of these devices and parents do not set a limit. So the kids get used to it and don't take reading much. And as this happens, the written texts are lost. Almost no one wants to read a physical book anymore and their language literacy is decreasing.

Jarely Andrade

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Using books to foster resilience inyoung children reflection

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Using books to foster resilience inyoung children reflection

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After a few short decades of resilience research, we are now beginning to look at children and their ability to bounce back in a different light. Children’s literature has long been used to teach concepts such as emotional hardiness, taking care the family, , buoyancy, developmental adaptively, standing upright, being invincible, becoming invulnerable, and re-centering are common in resilience literature. Books must appeal to children as a first criterion, or any concepts that you hope to foster may be lost. These may have storylines that can be enhanced to foster resilience. Teachers can play an important role in fostering resilience by intentionally placing it at the forefront of the curriculum.

Daniela Fonseca

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

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

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In a high school, the use of computers in both home and school settings has affected students' literacy development in reading comprehension and vocabulary skills. This change has been attributed to the influence of the increased use of technology.
Literacy acquisition determines the relationship between cognitive skills and reading skills. The interviews were based on the length of time students spent in front of the computer, their reasons for owning a computer, and their preference for software applications. Throughout the study, a triangulation technique was also used to improve the validity of the data collected. A parent survey was also conducted to further validate the data provided by the students.

Daniela Fonseca

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Using books to foster resilience inyoung children reflection

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Using books to foster resilience inyoung children reflection

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resilience is the ability to cope with adversity and return or recover from extreme events or difficulties. Children who are most often able to recover and recover after loss and separation appear to have a resilient core and high amounts of self-efficacy or sufficient capacity. The resilience literature has helped children and their ability to recover in a different way. Although it was once thought that children could not easily overcome adversity such as loss, poverty, abuse and neglect, the new information presents a different perspective on children and their innate ability to stand up or refocus. Some children forget quickly, but there are others who show more emotional toughness, but all have tools to develop resilience. Children's literature are good methods to know the emotional stability of the child and if they have any problems the teacher can help them through stories and other reading games.

Jarely Andrade

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In conclusion, reading is the only instrument the brain has to progress, it gives us the food that makes the brain live.
Reading offers countless benefits, including:
Vocabulary acquisition
Sharpens cunning
It stimulates the exchange of information and knowledge.
The continued habit of reading delays the onset of dementia symptoms.
Stimulates perception.
It stimulates concentration.
Stimulate empathy.
During the reading, brain regions are activated that promote processes of imagination based on the events of the narration and memories and confrontations with personal experiences come to mind. and finally Reading becomes a power tool not only because it exercises the imagination and helps to have a better command of the language, but also because it facilitates the learning of other questions, for example: like mathematics, learning other languages, etc.

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file:///C:/Users/ola/Desktop/seminario%20de%20lectura/Ten_Proven_Principles____Teaching_Reading.pdfhttps://www.researchgate.net/publication/228515511_The_impact_of_computer_use_on_Literacy_in_reading_comprehension_and_vocabulary_skills

file:///C:/Users/ola/Desktop/seminario%20de%20lectura/Ten_Proven_Principles____Teaching_Reading.pdfhttps://www.researchgate.net/publication/228515511_The_impact_of_computer_use_on_Literacy_in_reading_comprehension_and_vocabulary_skills

https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-creating-passionate-readers-through-independent-reading.pdf

http://faculty.washington.edu/smithant/DukeandPearson.pdf

file:///C:/Users/ola/Downloads/KeyIssuesinL2ReadingDevelopment.pdf

https://www.tesol.org/docs/books/bk_NW_ReadingRev_745

https://www.readingrockets.org/content/pdfs/SharedReading.pdf

https://www.childcarequarterly.com/pdf/fall12_resilience.pdf