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.

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.

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.

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.

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

 

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.

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.

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.

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.