# data[].attributes.body
"UNIVERSIDAD NACIONAL AUTONOMA DE HONDURAS"

Subject:
Reading Seminar

Teacher’s name:
Rosa Oneyda Palacios

Name of the Project:
Portfolio

Members of the group:
Dana Nicole Flores Martinez - 20152402028
Sunilda Abigail Murillo Gómez - 20171001676
Yassmara Rebeca Sánchez - 201810007744

Date:
Thursday, April 21st, 2022

# data[].attributes.body
My name is Dana Flores, I'm 25 years old, and I'm from Olanchito, Yoro; I'm a student at UNAH studying Foreign Languages; I like watching science fiction movies and series because I can see what you can't do in the real world, I like to spend time with my sisters. I like puppies and kittens. I have a dog called Tarou. I consider myself a timid and introverted person.

# data[].attributes.body
My name is Abigail Gomez. I am 21 years old, and I live in Sonaguera, Colon, with my family. I am currently studying foreign languages with an orientation in English at UNAH. I like to do many things in my free time, like going to the gym with my sister and watching Netflix series or movies. In addition, I enjoy going on trips with my family and exploring new places. I love Italian gastronomy, such as pizza, lasagna, and spaghetti, and although I don't know the country someday, I would love to do it. I consider myself a very responsible, organized, and friendly person, although sometimes I am shy.

# data[].attributes.body
I am Yassmara Sanchez. I am 21 years old. I study in the Foreign Languages ​​Program. My favorite hobbies are reading, watching series, and spending time with my family and friends. I enjoy studying languages, getting to know new places, meeting friends from different countries, and seeing how wonderful my land Honduras is. I am Christian, and my love for God is great. I play sports, mainly soccer and volleyball. Although, I consider myself a kind, friendly, and empathetic person, my love for others defines me the most.

# data[].attributes.body
This portfolio gives you a detailed summary of how reading influences and is essential in our lives. As students and future teachers, we need to know the best reading techniques to implement in the classroom. Also, to develop critical thinking in our students. Therefore, improving reading comprehension and reading skills. Having good fluency in reading our second language means that we have understood and put into practice all the strategies that our teachers have taught us throughout the reading classes or that we have learned to use them independently.

It is always worth emphasizing that the pleasure of reading increases the chances of learning a second language with great success in oral, written, and reading fluency. In this portfolio, we will continue to analyze consciousness from the point of view of reading—knowledge about reading and how it is related to literature. Think from the point of view of the authors of the books. Likewise, strategies to learn a lot of vocabulary more creatively. These articles have been made to delve deeper into reading and its importance in our lives.

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

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

# data[].attributes.body
"The more you read, the better you read" is a commonly held concept among teachers and parents. In addition, the ILA's literacy leadership brief, The Power and Promise of Reading Aloud and Independent Reading, identifies the following components of independent reading: Classroom time to self-select and read a large selection of books and materials, Explicit guidance on what, why, and how readers should read, Monitoring and support from the teacher during independent reading time in class, as well as genuine discourse about what students are reading. Each component communicates that students must increase their reading capacity, vocabulary, and prior knowledge and get into reading.

Reading capacity is currently a little-known argument, but for decades, motivating students to read has been a popular theme. To that end, students are expected to pay careful attention to reading assignments in both the classroom and in their daily life. Although reading texts may not be enough to engage all students in reading, it makes them understand the importance of the texts; therefore, the books should be interesting, on topics of interest, and representative of the students in the classroom. In addition, better texts advanced practice book choices and more student motivation to read, supported by personal work.

Independent reading, without the need a doubt, expands a student's vocabulary and prior knowledge.  Extensive reading can educate students on the meaning of thousands of new words each year while also providing background knowledge. Similarly, broad reading exposes students to various topics and information that can be used for future reading. Furthermore, independent reading benefits both the student and the teacher by allowing them to use responses from previous readings with students to increase the exploration and stimulation of additional reading. It also expands teachers' options for practicing, educating, providing comments, and even evaluating the effectiveness of individual reading.

Abigail's reflection
Helping students become independent readers is one of the most difficult challenges for teachers because if students do not choose the books, they want to read, their enjoyment of reading may decrease. However, with the help of teachers, students might discover that they enjoy reading and build confidence in choosing books on their own. As a result, the independent reading method can improve comprehension, vocabulary, and fluency.

Yassmara's reflection
Having independent readings and boosting our students is a great and fun way to help ourselves and others develop their brains with more vocabulary to express themselves better.

Dana's reflection
We must help our students increase their reading skills, vocabulary, and background knowledge and delve into reading to develop their brains.

# data[].attributes.headline
Effective Practices for Developing Reading Comprehension

# data[].attributes.subject
Effective Practices for Developing Reading Comprehension

# data[].attributes.body
Good readers have justified much of the work on reading comprehension development. We know that competent readers are active, have defined goals for their reading from the beginning, read selectively, and thoroughly examine the text before reading. On the other hand, much research confirms that teachers can help students become effective readers by teaching them new strategies. The texts are used to teach the strategies to improve the overall comprehension of the material. Furthermore, there are various tried-and-true instructional methods for assisting students in developing productive skills such as comprehension and strategies.

In summary, six comprehension strategies have been discovered, and each of them proposes to teach readers who are still learning. The first strategy is prediction; making predictions while reading involves participating in activities such as activating prior information, previewing, and reviewing. These activities encourage the student to apply preliminary information to improve their text comprehension. The following strategy is thinking aloud, which increases students' comprehension when teachers read aloud to them. Finally, text organization is a fundamental strategy for teaching students to organize their comprehension and remember critical information.

Visual representations are the fourth strategy. The point of visual representations is that they are just that: representations; they allow us to re-present information. Finally, while most people perceive summarizing to be a challenging activity for a student, it has been indicated that teaching and practicing summarizing improves students' skills and general comprehension of the text. Quizzes help learners to recall the text to improve their reading comprehension.

Effective comprehension routines are a particular process that is interwoven into any interaction between text and other strategies. Using the word routine means a set of principles that could be applied in the student's reading process, which has two significant advantages: it helps increase text comprehension and improves development in future texts. Furthermore, reciprocal teaching equips students with four additional techniques for interpreting a text: predicting, querying, asking for clarification, and summarizing. Finally, reciprocal teaching entails gradually transferring responsibility from the teacher to the learner, resulting in the pupil developing a comprehension habit.

Abigail's reflection
The six individual comprehension strategies, in my opinion, are a must-have resource for students who want to love reading. Furthermore, each of these strategies provides the student with beneficial approaches to improve their reading skills.

Yassmara's reflection
Great readers are active and very passionate. In this text, I have realized something essential that we must practice becoming more passionate and, therefore, more intelligent in reading.

Dana's reflection

Effective practice helps to increase understanding of the text and improve development in future texts. That is a practice that we must develop for our students.

# data[].attributes.body
This text describes the fundamental skills and knowledge bases required for L2 reading development and suggests strategies for promoting practical training for students. The ability to read fluently is miraculous for a second language learner; however, it has been discovered throughout the years that while reading, graphic forms are taken from a previously read page to interpret them in the learner's first language cognitively. Furthermore, reading English fluently is seen as an essential talent in various high school and college contexts, particularly for more advanced students. However, the primary argument is that a sequence of crucial reading abilities can be successfully taught and that knowing these sub-skills will contribute to a student's reading comprehension skills.

According to research, second language readers must create significant links between spelling forms and language sounds. They have also confirmed that readiness in phonological knowledge and language-sound linking predicts subsequent reading development in children and L2 readers. Computerizing the link between letters and sounds underpins all alphabetic reading and is consistent with syllabic reading systems. On the other hand, Fluent readers have extensive knowledge of automatically confirmed vocabulary, which is substantially connected with L2 reading competence.

For a fluent L1 reader, automatic semantic processing is critical because they perform automatic parsing when reading a text simultaneously.  One of the fundamental factors in reading comprehension skills is how reading progress changes according to the purpose of reading. For example, reading for entertainment is much better than reading to learn information. However, helping students understand that different tasks and activities involve different levels of comprehension requirements. Additionally, teaching reading comprehension helps L2 learners find the main ideas and be able to comment on what a text is about. But understanding the main idea of a text is not an easy skill to teach students, so teachers should teach comprehension through post-reading questions.

Abigail's reflection
Reading comprehension for an L2 student requires a reasonable understanding of basic grammar so that the student can identify the central ideas of the text they are reading. Furthermore, as future teachers, we must practice reading comprehension skills based on linguistic elements such as words, phrases, and text structures.

Yassmara's reflection
It is essential to read fluently, likewise, this file explains that while reading in the second language, the first is always influenced, and that is not bad, only that we must practice using the mother tongue less to improve in our second language.

Dana's reflection
The student must have the help of teachers to develop specific skills; for example, they must create significant links between spelling forms and language sounds, and they will develop this in practice.

# data[].attributes.body
Implementing new ways of teaching reading will have success in student lessons. Young people often read and focus on different words they often do not know. This technique will be advantageous to focus on those words so that they can practice them and not forget.

First of all, it focuses on; Increasing phonological awareness helps students isolate initial sounds. In this activity, it is necessary to divide the students into groups. Give them picture cards, and they have to sort them by sounds. Types of sounds will arrange the images. Therefore, the students will need to demonstrate them in class. Second, it focuses on facilitating reading comprehension using the visual elements of graphic novels so that students can communicate through written dialogue. These graphic novels will help students understand characters and settings while practicing communication skills through written dialogue.

Third, in this way, we are helping students to expand vocabulary and increase fluency in the oral and written parts by using these techniques. As confidence is achieved, the student is given a series of familiar words to speak without fear and express themselves more fluently. Finally, teachers are encouraged by asking the student to create new words and then read them for practice.

Yassmara's reflection
We have to encourage students to read aloud and excellently correct their pronunciations to lose their fear and continue reading successfully.

Abigail's reflection
I consider that as future second language teachers, we must develop new ways to teach children to read because it is our responsibility to ensure that they learn new vocabulary while reading. As a result, the student gains confidence in extensive reading.

Dana's reflection
As future teachers, we must assist our students in becoming more successful and developing new skills in the reading area because it helps to be more activity-based and centers the learner's mind, involving them completely in the learning process.

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

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

# data[].attributes.body
This article deals with the studies carried out to identify metacognitive perceptions of non-native readers, reading strategies, and the influence these perceptions or ideas can have on reading a second language. Metacognitive ability refers to learners' knowledge of their cognitive resources and their control of that knowledge in the learning situation (Lahuerta, 2018).

However, the use of good study strategies has triggered successful students. According to a study, two strategies for metacognitive awareness are global and local. Global strategies are prior knowledge and use of the textual organization. However, local strategies are related to letter sounds, word meanings, and sentence syntax. Thus, the subjects' preference for global or local strategies affected reading performance. For first language reading, readers tended to prefer global strategies, and local reading strategies tended to be negatively correlated with reading performance. As we have said before, students have beliefs about their strengths and weaknesses and their self-concept as learners, and so do they.

Another good reading strategy and the last in this study is the metacognitive questionnaire and its functions in reading learning. This questionnaire helps the reader better understand the text they are reading. Likewise, to ask questions while reading and predict what the text is about and delve into the writer's thinking. The questionnaire consists of seventeen statements about what subjects do to read effectively and about the reading behaviors of good readers. Likewise, the students involved in the study see themselves using prior knowledge to understand the content of the text and evaluate it.

Yassmara's reflection
The students see themselves as resourceful readers who use strategies to clarify meaning instead of giving up and stopping reading when faced with reading difficulties.

Abigail's reflection
Cognitive insights for non-native readers of the language, in my opinion, are significant for students to learn to have strong reading comprehension and so become active readers.

Dana's reflection
A person's tactics for helping the students know their text comprehension are essential during and after reading. Students can monitor and regulate their reading processes using metacognitive awareness about reading, helping them arrange their reading activities.

# data[].attributes.body
Compelling reading is essential for success in acquiring a second language. 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. When the reader focuses primarily on what they already know, this is called a concept-driven or “top-down” mode. On the other hand, when the reader relies primarily on textual features and information to comprehend, this is called a data-driven or “bottom-up” mode. In other words, the reader is constantly noticing parts of the text and comparing that sample with what they already know. Second language readers’ mental schemata are based on their first language and cultural background. Therefore, second-language readers notice the text, and how they interpret it will vary due to differing expectations about language structure and cultural attitudes toward literacy.

Therefore, literacy is a set of attitudes and beliefs about using spoken and written language acquired in the course of a person’s socialization into a specific cultural context. That is why readers from two different cultural backgrounds can read the exact text and construct very different models of what the text means. Consequently, teachers cannot assume that students who are good readers in their native language can successfully apply the same skills to reading in English. Learning to read and comprehend a second language requires secondary literacy: alternative cultural interpretations, cultural beliefs about language, and discourse. It is essential to realize that learning to read effectively in a second language alters the learner’s cognitive structures and values orientations.

Second-language students need to learn to “think in English” to read effectively. The better strategies to teach reading in a second language are: Develop an outline of the reading process that includes the idea that reading is more than translating; it is thinking. Discuss what the meaning of your text is. Read for pleasure and then discuss it in English with someone who can give you recommendations or corrections. Read faster without stopping on certain words. Learn reading and thinking skills to reach fluency. Analyze the text and deduce what the text is about. Master the 2000 essential words that constitute approximately 80 percent of the texts in English. Acquire specific reading comprehension skills that can apply strategically.

Yassmara's reflection
Ample reading, comprehension skills, reading fluency, and vocabulary building these four elements clearly overlap, as they should, because they are all an essential part development of helpful reading as a second language.

Abigail's reflection
Effective student reading is an essential component of a second language program. However, as future teachers, we must provide the student with additional reading, sentence, and story practice. Likewise, when introducing new vocabulary, utilize words from their native language as synonyms.

Dana's reflection
Children who learn a second language are exposed to more paragraphs, grammar, and new words every minute than they would be exposed to in a typical brief lesson in their first language.

# data[].attributes.headline
Ten Proven Principles for Teaching Reading

# data[].attributes.subject
Ten Proven Principles for Teaching Reading

# data[].attributes.body
When reading, children construct their meaning: Reading is the act of comprehending or creating meaning. Connecting with the text allows readers to construct meaning. Therefore, it is necessary to have prior reading experience. When preparing lessons, the instructor should consider past knowledge: overall prior knowledge and specialized prior information. The entire total of learning that students have achieved as a result of them refers to situations both in and out of school and is referred to as overall prior knowledge. Specific previous knowledge is the specific information to comprehend text on a specific topic. Students' prior knowledge improves as they read and write, strengthening their capacity to generate meaning as they read. Therefore, teachers must acknowledge the importance of independent reading and writing activities in increasing students' prior knowledge, but they must also regularly integrate such activities into their literacy curriculum. Additionally, both text-specific and topic-specific prior knowledge are vital in assisting students in the construction of meaning.

Effective reading instruction can develop engaged readers who are knowledgeable, strategic, motivated, and socially interactive: The setting of literacy teaching and personal characteristics and cognitive development have a significant impact on children's reading success. For example, engaged reading emerges in literacy courses where self-evaluation and reciprocal assessment are as common as in real life. The constant, strategic monitoring of one's progress while reading; the comparing one's opinions and reactions to what one has read with those of others; and the monitoring other people's reactions to one's constructions of meaning are all examples of assessments that promote engaged reading. Assessment and literacy learning become linked when such activities occur regularly during literacy instruction, such that learning is supported at the same time as it is tested.

Phonemic awareness, a precursor to competency in identifying words, is one of the best predictors of later success in reading: Beginning reading training should include a variety of exercises to improve word recognition, such as phonics and reading meaningful material. Writing and spelling activities are also essential parts of good reading teaching since they positively impact reading skills.

Modeling is an essential form of classroom support for literacy learning: There are two types of modeling: implicit and explicit Both implicit and explicit modeling have a place in a well-balanced literacy program. They're made to demonstrate to pupils how to learn new stuff on their own using tactics they may apply.

Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding five mental activity for children: When children communicate their ideas and opinions about stories and their experiences relating to stories read or told to them, they are participating in their most intellectually demanding activity.}

Responding to literature helps students construct their meaning, which may not always be the same 6 for all readers: Responding allows pupils to hone their metacognitive skills, crucial for meaning construction. In addition, students build self-monitoring abilities by being encouraged to think about and respond to what they read and write regularly.

Children who engage in daily discussions about what they read are more likely to become seven critical readers and learners: Given the importance of conversation for efficient learning, effective teaching entails offering adequate opportunities for students to engage in everyday dialogues with one another—academic and social learning benefits from small group and peer-to-peer interaction. In addition, children who rely on one another for assistance learn more than children who work independently.

Expert readers have strategies to construct meaning before, during, and after reading: Effective teachers regularly include methods into their literacy education. However, instead of treating these methods as independent activities, they model them as a set of mechanisms for generating meaning before, during, and after reading.

Children’s reading and writing abilities develop together: When teachers incorporate integrated reading and writing activities into their literacy education, they can help students become better readers, writers, and thinkers.

The most valuable form of reading assessment reflects our current understanding of the reading process. It simulates authentic reading tasks: Performance-based literacy evaluations in the classroom give helpful information for instructional decision-making. Performance assessments are being used as substitutes or supplements to norm-referenced tests in today's state-of-the-art classrooms to revolutionize reading instruction and learning.

Dana's reflection
Teachers should introduce the ten established principles to have superior cognitive techniques for good readers to boost students' reading comprehension.

Abigail's reflection
We must know the most important principles based on the literature and the experience. Ten principles of compelling reading help us have better comprehension when teaching reading.

Yassmara's reflection
In the readings, a good way that teachers must implement is to ask our students to have prior knowledge to understand the texts better.

# data[].attributes.headline
The Impact of Computer Use on Literacy in Reading Comprehension And Vocabulary Skills

# data[].attributes.subject
The Impact of Computer Use on Literacy in Reading Comprehension And Vocabulary Skills

# data[].attributes.body
This text shows a study; the study's goal was to see if increased computer use, both at home and at school, impacted literacy development in terms of reading comprehension and vocabulary skills. Since computers began to play a more significant role in the industry, modifications in the educational curriculum began to emerge. The study's focus came from years of firsthand observation as a computer studies teacher in a classroom setting. With the rising use of computers in both the home and the classroom, pupils have shown a greater interest in using computers. As a result, their vocabulary and comprehension skills have shifted away from printed text and electronic media. This shift has influenced the development of literacy abilities, potentially reducing the impact of printed text.

Language Literacy Vs Computer Literacies

Language literacy is a broad term used to indicate individuals' importance and minimum ability to read and write in a designated language used in everyday life. Computer literacy is a broad term used to indicate individuals' importance and minimum ability to read and write in a designated language used in everyday life. The link between cognitive skills and reading skills is determined by literacy acquisition. Because computers are becoming more inexpensive, more youngsters will enter school knowing how to operate a keyboard and mouse but not how to write with a pen. Many people in contemporary society, including parents and employers, have raised reservations about the value of computer literacy in the educational system. As a result, schools began to provide computers in their classrooms and increasingly supported their use for all areas of study.

On the other hand, this may paradoxically separate and isolate the children from proper development. According to the study's findings, computers may harm young individuals who are still learning and developing their basic language literacy skills. Their penchant for computer use outnumbers their choice for reading and writing. The study discovered that the average time spent on a computer every week was 14 hours.

This is exclusively for personal use and does not include time spent on computers at school. When children learn basic skills in their early years, it is a crucial part of their lives. Based on current societal and global economic trends, the focus of learning has switched from literacy to technology. To successfully teach both computer and language literacies, we must strike a balance. Because technology evolves and assumes changes in all aspects of life, this area requires ongoing research.

Dana's reflection
Being good with computers is essential in today's information age, and it´s important to have a piece of knowledge in the different areas to improve students' skills.

Abigail's reflection
A computer literate employs computer technology to improve the effectiveness and efficiency of the work of reading. In addition, it helps to enhance the skills of our students.

Yassmara's reflection
I will always say that computers are an excellent way to develop specific skills in students, but as long as it is used in the best possible way.

# data[].attributes.headline
Using books to foster resilience in young children

# data[].attributes.subject
Using books to foster resilience in young children

# data[].attributes.body
This text talks about how we are now beginning to look at children and their ability to bounce back in a different light after only a few decades of resilience research. Although it was traditionally considered that children were incapable of overcoming misfortune such as loss, poverty, abuse, and neglect, current research reveals a new perspective on children's intrinsic ability to "re-center" themselves. As a result, caregivers can adopt a resilience-building curriculum using children's reading with little change and effort. However, a working definition of resilience is required first. We defined the ability to cope with adversity and recover or bounce from great challenges or catastrophes is known as resilience. Children with a resilient core and high self-efficacy or enough appear to be the most likely to cope and bounce back after loss and separation. Children's books and protective factors Concepts have long been taught through children's literature. Stories are useful because they help us raise awareness of the issues that young children encounter while also providing strategies for coping with or even overcoming them. Books with characters who confront challenges or have problems to solve are ideal because they can serve as a backdrop for discussions about the characteristics of resilience.

We need to find books to help children build resilience and can use many of the books you already own. Choose books that have the following characteristics for the best reading experience: Problem-solving messages. With literature, you may help children develop protective factors including assisting, sharing, copying, and problem-solving. Appeal. There may be tales that might improve to encourage resilience. Developmental value. Choose books for children that are appropriate for their age and development. Availability. Look through your library for books you already own. Many textbooks you read daily can be improved by retelling stories to highlight characters and their problems or hardships. Reflect the Goldilocks rule. When choosing textbooks, go through them first to see if the plot is too complicated for the children you're caring for. By consciously putting resilience at the forefront of the curriculum, teachers may play a vital role in promoting resilience. For example, although we can't prevent children from facing adversity or having terrible experiences, we can help them cope by teaching them a language of emotions through children's books.

Dana's reflection
Children's books that promote resilience can give them a taste of the knowledge they will receive from life experiences. As teachers, we may teach our children how to get back up after falling and read books about people who fell and failed but find the fortitude, strength, perseverance, and bravery to rise again.

Abigail's reflection
Resilient children are better off bouncing back from setbacks and going back to enjoying their lives. When kids overcome setbacks and issues, it boosts their confidence and makes them feel more prepared the next time they face a challenge, and it applies in education.

Yassmara's reflection
We must see books to support children in building resilience or strength and using them every day. That is a good way to construct resilience.

# data[].attributes.body
Finally, we recognize that it is our responsibility as teachers to assist kids in becoming readers by ensuring that they appreciate the importance of books and reading. This necessitates getting to know your students, learning about children's books, and sharing your love of reading. Reading allows you to learn more about the world. Reading expands your imagination and creativity; it enhances your vocabulary and communication and helps many other aspects of your life when you prioritize reading. Reading skills are critical to a child's academic achievement because they allow them to access the entire education system and enhance their learners' communicative abilities. Reading can also be a joyful and imaginative activity for kids, opening up various new worlds.

On the other hand, reading strengthens brain muscles, so it is so important. Reading and student literacy are emphasized, which aids in the development of higher levels of focus and concentration. It also forces the reader to sort things out in their heads, including topics that they may not be familiar with. As we can see in all the texts, reading promotes a wide range of reading learning processes; it combines the work of multiple teachers into one area, gives a consistent source of language to work with, and is very quickly transformed into a highly interactive communication-driven tasks.

# data[].attributes.body
Duje, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. Scholasticred. http://faculty.washington.edu/smithant/DukeandPearson.pdf

Grabe, W. (s.f.). Key Issues in L2 Reading obtained from National University: https://www.nus.edu.sg/celc/research/books/4th%20Symposium%20proceedings/2).%20William%20Grabe.pdf

International World Wide. (2019). Creating passionate readers through independent reading. International Literacy Association. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-creating-passionate-readers-through-independent-reading.pdf

Lahuerta, A. (2018). L2 Students' Metacognitive Awareness of Reading Strategies and its Relationship to Reading Comprehension. Campus Virtual. https://campusvirtual.unah.edu.hn/pluginfile.php/3852368/mod_resource/content/1/Students%20Metacognitive%20Awareness%20Of%20Reading%20Strategies.pdf

Mikulecky, B. (2020). Teaching Reading in a Second Language. Campus Virtual. https://campusvirtual.unah.edu.hn/pluginfile.php/3852369/mod_resource/content/1/Teaching%20Reading%20in%20a%20Second%20Language.pdf

Richard, R.(2018). New Ways in Teaching Reading. TESOL-Reading. https://campusvirtual.unah.edu.hn/pluginfile.php/3852367/mod_resource/content/1/NEW%20ways%20in%20teaching%20Reading.pdf