Providing students the power to select what they want to read may become them, passionate readers. Some of the components of independent reading include: 

-Classroom time for students to self-select and read a wide range of books and texts.

-Monitoring and assistance from the teacher during in-class independent reading time. 

-Genuine discussion about what students are reading. 

Independent reading is seen as a worthwhile pastime in which to invest one's time. Since the students may improve their reading stamina, they can learn a wide variety of new vocabulary and background knowledge, and they can start to create reading habits.

But, what does reading stamina means? “Reading stamina is having the energy and the concentration to focus on reading for at least thirty continuous minutes a day” (Rob, 2016). Moreover, building the reading stamina is essential to following strategies such as: creating reading lists, and searching for “golden lines” from a current text shared on a graffiti board. Independent reading also promotes the acquisition of new vocabulary and new vocabulary leads to background knowledge. Both are beneficial to students in further reading since they are tools for reading comprehension. Finally, the creation of reading habits is part of independent reading. Because students will be able of managing their time to read independently. 

Although, as teachers, we have the duty of guiding students on independent reading. Furthermore, including independent reading may bring many benefits for teachers. Since they can monitor students’ advances and provide feedback. Regarding feedback, it can build strategies for habits, routines, and even the volume of reading. Finally, selecting the time for independent reading can be difficult since there is not plenty of time for it in the classroom. But, we can encourage students to invest their free time at home in independent reading. 

-Make predictions about what is coming next in the book. 

-They try to figure out unknown words and concepts in the text. 

-They compare and integrate the background knowledge to relate it to the text. 

That is why the question “Can we teach students to engage in these productive behaviors?” has come out. To answer this inquiry different reading comprehension strategies have been created. 

Balanced comprehension instruction requires explicit instruction in particular comprehension skills as well as enough time and opportunity for real reading, writing, and discussion of the material. The elements in this method are a supportive classroom context and a model of comprehension instruction. A supportive classroom context includes the following characteristics: A lot of time spent reading, experience reading actual texts for real causes, and experience reading a variety of text genres that we want students to understand. A comprehension teaching approach, on the other hand, links and combines many learning opportunities such as: Specific comprehension skills and chances to read, write, and discuss texts. This instructional model includes five elements: 

- A detailed description of the approach, as well as when and how it should be employed.

- Modeling of the technique in action by the teacher and/or students.

- The technique is being used collaboratively in action.

Guided practice with the strategy, followed by a progressive surrender of responsibilities.

-Use the strategy on one's own.

                Other teaching considerations include choosing well-suited texts, which means that we need to look for books that fit the reading comprehension strategy we want to teach. Concern with student motivation, students' motivation for a task influences whether and how they employ comprehension methods. And an ongoing assessment means that the teacher should supervise and assist in the use of comprehension strategies. 

                Building a comprehension curriculum is one of the goals of comprehension strategies. The following six methods are part of effective individual comprehension strategies. Prediction: This method encourages students to apply their prior knowledge to help them grasp new ideas they discover in a book. Think-aloud: Refers to making one's ideas audible and, in most cases, public—saying what one is thinking while completing a task, in this example, reading. Text Structure: Research addresses the structural characteristics of text arrangement rather than the content of the ideas, with the reasoning being that structure, not content, would transfer to new texts encountered by students on their own. Visual representations of text: A visual representation aids readers in comprehending, organizing, and remembering some of those thousand words. Summarization: According to studies, summarizing instruction and practice enhances not just students' ability to summarize the literature, but also their general understanding of text content. Questions/questioning: Asking the students about what they read helps them to understand and recall the text. 

                When we mention effective comprehension routines, we refer to those integrated sets of practices. Those routines bring some benefits to the students such as A better understanding of the book when applying any of the strategies and the creation of a process framework that will assist future text interactions. These routines include Reciprocal teaching. It includes four comprehension strategies which are: predicting, questioning, seeking clarification, and summarizing. It is called reciprocal because involves responsibility from teacher to student for playing each part of the routine. SAIL or also known as Students Achieving Independent Learning. The routine includes: predicting, visualizing, questioning, clarifying, making associations, and summarizing. These strategies are taught through think-aloud and explicit instruction. Questioning the author means inquiry about what the author of a specific book had in mind. 

                Until now we have been discussing plenty of reading strategies. However, it’s inevitable to ask ourselves “Where will comprehension research go? And this question emerges since there are some challenges in this way. Some other questions stem from the one we raised at the beginning. Those questions are: will comprehension be understood in all of its complexity? Will we acknowledge that comprehension learning is different for different people? Will our definition and fundamental understanding of comprehension keep pace with the changing nature of the text? Will we question long-held or favorite assumptions about effective reading comprehension instruction?

                Teachers, teacher educators, and reading researchers must address these tough topics. The stakes are just too great to go unacknowledged and neglected. In the meanwhile, we may take solace in the fact that the tools are there for teachers who wish to engage directly with children to help them acquire a full repertory of successful comprehension skills. 

Reading is to construct the meaning of a text, it is not informative, it has to be a comprehensible reading in every sense, understanding words quickly and efficiently and using extensive vocabulary, using strategies and cognitive skills, interpreting the text read, and reflecting on it, these processes have been part of research studies and are still in process, also having a reading process in this part we give the different reading skills showing the process from the lowest to the highest level, all of these involve the cognitive neural networks in a specific moment, taking into account that the low level is not the easiest, in many aspects it is more difficult for the L2, having purposes of reading which are several important purposes, even that reading for reading is different from reading for entertainment, but also skimming just to have a general understanding of reading is one of the most used, but it is needed a time of reading for the reading understanding, knowing also that the main factor of language 2 helps to understand different tasks and activity, since some tasks have a very high level of comprehension than others not so much, then we have other factors these are about reading fluency, studies say that reading fluency is very related to comprehension, using reading aloud, thus being able to understand the words faster, also reading several times a text makes it easier to understand. Differences in reading in L1 and L2

Previously we saw the concepts of the l1 and l2 and they share many components and building skills and we see that he has many reading abilities like that of the l2 We see that level two students have a better linguistic level and comprehension when reading, better grammar and vocabulary, level two students have experience in reading by the linguistic system in the English language, these also have general knowledge bases from the previous level, and so we see that level one and two have a distinction in certain aspects, we have the Implications of L2 in the teaching of reading is the ability to understand and recognize word effectively, to know the meaning of many words, to be able to understand the meaning of a large number of words, the ability to obtain text comprehension strategies for academic aspects, to maintain reading fluency for a prolonged moment, the motivation to preside over reading and use the text for the reader's objectives.

We have in mind that children have to have a large vocabulary, so as not to make it difficult to understand words in a text and to be able to read fluently, being able to recognize 98 or 99 percent of the words in a text, even though some texts have several 10,000 and 15,000 words. The main objective of reading in the more advanced L2 is a very broad vocabulary level of over 10,000 words and knowing about 2,000 words of text. The main objective of reading at the advanced level is a very broad vocabulary level of over 10,000 words and knowing about 2,000 words of the text, this leads to practicing comprehension skills, understanding a text requires a broad knowledge of basic grammar and understanding difficult texts, most of the teaching of reading has a beginner level of ESOL, it is not necessary a review, but if the general knowledge of grammar, there is also a part of teaching from the same text, leading to do activities and giving materials from the text, but the main is the study of grammar, for greater understanding.

Next, a great idea is to create working groups where together they discover new sounds and vocabulary. With the help of illustrations or cards, interpreting what is inside the cards and then saying it out loud together correctly. Definitely can be used in primary schools to develop children's phonological systems. Another idea for a high-level class is reading rhymes, which emphasizes increasing reading fluency. That is while building confidence in reading aloud for students with limited language skills. They must be organized first in groups and then independently read their text. Especially to identify errors and correct them.

Finally, in an intermediate level activity who can finish the story? This activity helps motivate reading aloud and leaves shyness behind. It also permits students to practice reading in a fun way because everyone needs to be paying attention to continue the story. It is an activity highlight that can help younger students better comprehend the characteristics of the characters in a tale or short story. And what better way than with the help of creativity to make collages of characters, to describe using adjectives representing them with images and writing expressions that they said in the story. In short, each idea is described in a very dynamic and strategic way to encourage students to read and learn to read.

Literacy is a set of attitudes and beliefs about the ways of acquiring a language. Two topics that go hand in hand with literacy are language and culture cannot be separated because our cultural environment influences the process of learning a language. In other words, each culture teaches its language in different ways, in the same manner, a language teacher teaching second language reading should not assume that students who are good readers in their mother tongue and are motivated to read can successfully apply the same skills to reading in English, because reading in English is a whole process that little by little, it is formed of critical thinking and attitudes that arise with practice, such as teaching about their culture, knowing how to interpret their vocabulary and characteristic context of the language.

The teacher must analyze what reading skills to develop in the class and what skills to put into practice. Little by little, each one will unconsciously and automatically by reading complicated texts where they will have to do a lot of research and analysis. Some of these reading skills can be:

-Previewing and predicting. Give the text a quick once-over to be able to guess what is to come.

- An important one is to identify the genre of the reading. Investigate the nature of the text and predict the content.

- Make questions always question the why of the facts. And provide our conclusions.

- Understand the author's point of view, expressing a general idea about each paragraph.

- Identify keywords that are related to the general ideas of the text. Such as: first, then, later.

Reading is the best way to immerse yourself in a language. The teacher must involve reading in classes, and therefore the students strengthen their reading skills. 

-Duke, N. K., & Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. What Research Has to Say About Reading Instruction, 205–242. https://doi.org/10.1598/0872071774.10

-Grabe, W. (2014). Key issues in L2 reading development. Proceedings of the 4th CELC Symposium for English Language Teachers-Selected Papers, 8–18. https://campusvirtual.unah.edu.hn/pluginfile.php/3861984/mod_resource/content/1/Key%20issues%20in%20L2%20reading%20development.pdf

-International Literacy Association. (2019). Creating passionate readers through independent reading. Literacy Leadership Brief. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-creating-passionate-readers-through-independent-reading.pdf?sfvrsn=8294ba8e_6

-Lahuerta, A. C. (1999). L2 students’ metacognitive awareness of reading strategies and its relationship to reading comprehension. Revista De Lenguas Para Fines Específicos, 6, 107–130. https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/176

-Pearson. (2013, August 15). Teaching Reading in a Second Language. Pearson - Always ESL Blog. http://longmanhomeusa.com/blog/teachingreading-in-a-second-language/

-Petty, K. (2012). Using books to foster resilience in young children. Texas Child Care Quarterly, 36(2), 37–42. https://campusvirtual.unah.edu.hn/pluginfile.php/3861990/mod_resource/content/1/Using%20books%20to%20foster%20resilience.pdf

-Radi, O. (2002). The impact of computer use on literacy in reading comprehension and vocabulary skills. Proceedings of the Seventh World Conference on Computers in Education Conference on Computers in Education: Australian Topics, 8, 93–97. https://campusvirtual.unah.edu.hn/pluginfile.php/3861989/mod_resource/content/1/The%20Impact%20of%20Computer%20Use%20on%20Literacy%20in%20Reading%20Comprehension%20and%20Vocabulary%20Skills.pdf

-Robb, L. (2016, January 7). Ten Surefire Tips for Maximizing Student Reading Stamina | EDU. EDU. https://edublog.scholastic.com/post/ten-surefire-tips-maximizing-student-reading-stamina

-Snow, C. (2010). Reading Comprehension: Reading for Learning. International Encyclopedia of Education, 413–418. https://doi.org/10.1016/b978-0-08-044894-7.00511-x

-Sweet, A. (2000). Ten Proven Principles forTeaching Reading (Revised Edition). https://campusvirtual.unah.edu.hn/pluginfile.php/3861988/mod_resource/content/1/Ten%20Proven%20Principles%20%20%20%20Teaching%20Reading.pdf

Having a study of the metacognitive perception of non-native readers and reading strategies in a second language. Ana Cristina Lahuerta developed some ideas of some strategies about the potential, being these of students of English as a foreign language, to be able to read and interpret in English effectively, giving strategies and many hypotheses and results different from other studies, obtaining the metacognitive questionnaire, which is a questionnaire to get important information about reading. This is to know the reading ability for a second language and to know the failures of understanding that they have at the time of reading. The Spanish speaking participants were able to participate in an experiment that consisted of reading a text in English and then answering 6 comprehension questions and then responding about reading in that language, the answers gave a statistic that the first 6 statements that 54.4% agreed that reading in silence was able to anticipate what was coming in the dialogue 61, 7% agreed with the statement that reading in English in silence, they were able to relate the information, having a broad understanding of the information given and the recognition of words in a high percentage, having finally at the time of reading to use previous knowledge of reading in their mother tongue which is Spanish.

 

In this study, there was no significant correlation as in other studies, efficiency on the one hand and reading comprehension on the other. We will see the local and global strategies: A (practical)-global, A (effective)-local, B (effective behavior)-global, B (effective behavior).

 | A        | B  
 | 0.85   | 0.69  

 
Studies were conducted to investigate the ability of the readers to read in English and give their judgment on the different reading strategies given, with their previous knowledge of the Spanish language being able to understand long texts and read them easily and fluently, for those who managed to have problems, they managed to understand some strategies to be able to achieve it fluently.

-Making friends. 

-Coping. 

-Problem-solving. 

-Having structure and rules. 

-Planning and making choices. 

-using opportunities for helping. 

Although, knowing what kind of books fit well to build a resilience curriculum is vital. Some tips will be given here: 

1)      Books that contain problem-solving messages: Look for books that have problems to overcome. 

2)      Appeal: books have to entertain kids at first. Because they can feel boring or get lost in some concepts. 

3)      Developmental Value: look for books that are appropriate for children’s age. 

4)      Availability: Select books that you already have at hand. 

5)      Reflect the goldilocks rule: It consists of making a careful reading to see whether the plot is complicated for the kids or not. Choose books that have simple plots for the kids.

Furthermore, you can implement activities such as discussions (this fits well in the protective factor of helping), or the use of maps to set the loved ones around the world (PF of coping and patience). To recap, these are some activities that help to build protective factors and reduce risk factors for kids. 

Methodology of the research, a compilation was made based on ethnographic research, that is writing about people, this encompasses the study of people to write about their activities and patterns. This is done through surveys, interviews, and analyses taken in an English class. Where the participants felt comfortable and at ease with the exercise that was being done. Based essentially on the type of teaching strategies of computer science from 7 to 10 years and behavior of students. It was also based on the school environment, which was evident separation by sex and race being part of the socio-cultural factors. The ethnographic technique was made so that each child had his computer and could see the programs they prefer, then step to interview the teachers, to validate the study, within the studies conducted we can see the following results. The interviews with the students revealed that 92% of them had access at home to a personal computer.

There were no comparisons between those who had access and those who did not, but everyone had access to one, either at school or at the computer of a friend or classmate. Involving parents to see how much time their children spent on computers to make this study more accurate, 43 percent of the students use their computers for homework and games, 31 percent only use them to play, and only 2 percent use their computers only for homework, implying that the majority only use their computers for games.

On the other hand, focusing attention on cognitive aspects is extremely important for the correct development of a class. It is essential to show motivation and involve the student. Literacy depends on a myriad of factors related to the context of literacy activities type of social interaction that takes place during a reading group discussion. Therefore to have an effective reading, an interactive and constructive system is needed where reading, writing, and listening skills are included. Developing these skills in the class provides support in this context is sometimes referred to as scaffolding. 

Similarly, make classes where workgroups are created to discuss what was read to develop student critical thinking. Therefore, using discussion to connect literature and other texts with experiences. And the reader's prior knowledge maximizes student learning since they critically discuss topics worth talking about effective teaching involves providing students with ample opportunities for discussion. Participate in daily discussions among classmates where you can develop various strategies to discuss issues in public, having a fluent and consistent language. The process of reading and writing not only unfold in similar ways, but they also tend to be used together.