A critical factor in teaching L2 reading is helping students understand student understand that different tasks and different activities involve different levels of demand in understanding. Some tasks require a high level of detailed understanding. Other tasks may involve understanding of main ideas and support information.

 

Aside from the possibilities of developing somewhat distinct cognitive processing, students engaged in L2 reading will also experience a range of transfer effects (cognitive skills, strategies, goals and expectations). Some transfer effects will involve interference from the L1; others will facilitate L2 reading processes. 

REFLECTION:
We consider that in order to achieve learning during L2 development, it is essential that the reader establish connections between their previous experience, the linguistic input and manage to modify their cognitive structures, that is, the conditions of relevance, pertinence and authenticity of the L2 reading material favor this type of learnings.

The influence and impact of computers on children, according to chandler, 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. Many groups in our society, such as parents and employers, have expressed their concerns about the importance of introducing computer literacy within the education system. In response, the schools began to equip their classrooms with computers, and gradually encouraged their use in all subject areas. Alongside this, the parents also felt the need to purchase computers for their children.

Beynon argued that by “technologizing”, schools are emphasizing computer-pupil interactions that are often characterizing as progressive, exploratory and child-centred. However, this may paradoxically distance and isolate the child from adequately developing language literacy in order to fully function in a social setting. 

REFLECTION:
   We analyze that the criteria and methodologies of didactic instrumentation are important, it is even more essential to have an adequate approach to teaching or rather to the educational situation. This should be a problem-solving situation. For the student, the situation is like learning it faster and more efficiently, the same for the teacher, as providing a system that makes it easier for the student to solve his problem. For this, it has certain general methodologies, such as those of educational technology. 

They also advise the introduction of the topic before reading the text, the practice of skimming, scanning, predicting and activating schemata. The author emphasizes that students bring the best of their knowledge and skills to a text when they have been given a chance to ease into the passage.  

But after reading, besides comprehension questions, it should also be considered to work with vocabulary study, identifying the author’s purpose, discussing the author’s line of reasoning, examining grammatical structures and motivating students to a writing exercise.
REFLECTION:
   For the teaching reading of a second language, it is important to reinforce grammar rules or vocabulary you must remember that communication leads to this acquisition, you have to motivate the student by doing joint activities, you have to make them feel that they can communicate fluently and finally help them to think in the second language without having to translate.

Teaching what we call collections or packages of comprehension strategies can help students become truly solid comprehenders of many kinds of text. 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 the text. 

The components in our approach to balanced comprehension instruction are a supportive classroom context and a model of comprehension instruction. It is not enough just to offer good instruction. Several important features of good reading instruction also need to be present. Otherwise, the comprehension instruction will not take hold and flourish. These features include the following: 

The model of comprehension instruction we believe is best supported by research does more than simply include instruction in specific comprehension strategies and opportunities to read, write, and discuss texts it connects and integrates these different learning opportunities. Specifically, we suggest an instructional model including the following five components:

 1. An explicit description of the strategy and when and how it should be used.“Predicting is making guesses about what will come next in the text you are reading. You should make predictions a lot when you read. For now, you should stop every two pages that you read and make some predictions.”
 The important role of the teacher as guide is evident throughout the dialogues. In addition to the modeling and scaffolding represented here, the teacher routinely reminds students of why these strategies are important and how they will help students in their reading.

REFELCTION:
We recognize some of the practices that effective teachers use to support comprehension. For example, they teach key vocabulary and create background knowledge. They help students found a purpose for reading, teach text formation and implement specific instruction in strategies that students can use when reading on their own. They also afford many possibilities for students to read and respond to texts and also make a critical opinion on their own.

Metacognitive knowledge refers to the learners’ general assumptions about their weaknesses and strengths as learners, about factors influencing language learning and about the nature of language learning and teaching. Many studies show that these aspects can have a great impact on their learning outcomes and at the same time, students develop an active and autonomous attitude that leads them to take charge of their learning regardless of the situation. That is, only if a reader is aware of their limitations or what it takes to perform well they will be able to take preventive measures to anticipate or recover from problems.

 

To collect the information, a procedure was carried out, from which its results show that students believe themselves capable of using previous knowledge and experiences to understand a text, they are also able to recognize the organization of the text and evaluate it, and they are able to know when they understand something and when they don't. They define themselves as someone who uses strategies to clarify meaning rather than easily giving up and stop reading. Students focus to read more effectively, and judge as effective strategies two global strategies: textual meaning and background knowledge and two local strategies: understanding the meaning of each word and looking up words in the dictionary.

REFLECTION:
When looking for effective reading, reading strategies and metacognitive awareness to understand our own strengths or weaknesses is essential. I agree that the strategies that have to do with the use of background knowledge and experiences in the specific topic are necessary for understanding, and not only that but they also teach us to face the difficulties that we have while reading a text, this is why, as teachers, it is important to know this information so that we help our students to develop these skills and turn them into competent readers. I also agree with the students who think that the most effective strategies are the local strategies, which include the sound of the letters, the meaning of the words, details of the text, use of the dictionary, etc. Actually, in my experience, I believe that various reading strategies have helped me to develop autonomously and to be aware of my learning while reading.

When children read, they construct their own meaning. It has been shown that the existing knowledge (also experiences outside and within school) that readers have of a topic, influences their understanding of it, and knowing how to use that knowledge makes them a committed reader, also, being a committed reader implies many more factors, such as the motivation to read a topic of interest, the use of various skills, interacting socially, and primarily, recognizing their potential as readers and learners.   

A correct reading instruction includes: (1) training in phonemic awareness and activities which include writing and spelling; (2) also modeling by the teacher is important in literacy learning, and there are two modeling types: implicit and explicit, both are a form of support for students; (3) reading stories with interactive strategies such as discussing opinions and experiences, acting out roles; (4) responding to stories; for example, through drawings, discussions, role plays, etc. With this, the teachers will receive personal and therefore varied responses; (5) giving students opportunities to participate in these daily discussions help them develop metacognitive skills and become more involved in what they read; (6) As students grow as proficient readers, they develop strategies to solve problems that occur before, during, and after their reading journeys, strategies such as: inferencing, which includes making predictions; identifying important details of the text; the monitoring of a metacognitive process; summarizing, which involves gathering the most important information and; question generating, which involves asking themselves questions. (7) Incorporate activities that help teach reading and writing together; (8) apply reading assessments in the classroom that include authentic reading tasks such as using a completely original text; use important questions that require written responses rather than just multiple choice and provide context or background for reading questions.

REFLECTION:
-I understand that instructors are an important part in the development of our reading comprehension, but we will become capable readers only if as students we work on the concept we have of ourselves, learn that if we know our limitations and opportunities, we will be able to take action on our own learning, and in fact this is a rule of life in general.

Stories are the best option because they help show children challenges that characters face, they can be precursors to talks about the elements of resilience. In children's literature we find themes to build resilience, for example: coping, planning, making friends, solving problems, having rules and making decisions, but we must know how to select the right ones, which are for example: those that include problem-solving messages; those that appeal to children; those that go according to their age and stage; books that we already have available; and those that are neither too difficult nor too easy but just right.

In addition, there are many activities with children’s books to promote resilience: -a book with helping, that its characters help each other; -a book to help them coping and practice patience; -problem solving and use the book more than once while discussing it; -talk about responsibilities and jobs, the classroom is a good place to foster responsibility among them; -choices and decision making, a book like that has to include questions; -structure and rules; -a story where friends are made, and ask open-ended questions such as “How do we make friends”; -give them opportunities to participate and contribute; -caring relationships and empathy, allowing them to role-play or invite them to draw or paint their family or friends and; -books that include setting boundaries when someone treats us badly. Although we cannot prevent children from experiencing difficulties, by using children's books we can help them minimize the injury.

REFLECTION:
-I was completely unaware that we could use books to build resilience in children. Now I consider it as a very effective method, and we should certainly include it in our teaching with activities; since children tend to easily follow models. In addition, the emotional aspects of the child should also be an element of great importance in a classroom.