Carrera de Lenguas Extranjeras

                                    Reading Seminar Class 1400
                                 Professor Rosa Oneyda Palacios

                                                    Students:
                    Fatima Liliana Reyes           20191004583
                    Cintia Paola Matute             20181003131
                    Ulrich Centeno                      20191001735
                    Valeria Valle Ordoñez          20191003707


                                                        II-PAC
                                                                         August 15th, 2022

In the ILA leadership brief on literacy independent reading and read-aloud, we identify the following elements of independent reading:

·  Time in class for students to choose and read a range of books and other types of literature on their own

·  Clear guidance on what, why, and how readers should read

·  Teacher supervision and assistance during individual reading time in class

·  Genuine dialogue regarding the readings of the students

And as a result, each element fosters student competency, self-assurance, and delight. Due to the multiple advantages that pupils gain from independent reading practice and volume, including students gain reading habits, reading stamina, and a greater vocabulary and background information.

Because texts matter and must be appealing, on interesting themes, and representative of the kids in the class, the selection of reading materials might not be enough to get all students interested in reading. These methods for getting kids to speak up about what they read and why they read it give other students who are also readers particular feedback and encouragement to keep up their daily independent reading. In order to promote the volume of reading required to develop as a reader and to increase confidence, competence, and a passion for reading, self-selected reading to help build stamina is essential in schools.

Many studies have supported the idea that time and plenty of opportunities to read are related to vocabulary expansion, therefore, it is widely believed that there is a link between extensive reading and greater vocabulary. Wide reading can assist pupils in developing schema or prior knowledge while also teaching them the meanings of thousands of new words each year. Students that read widely are exposed to a variety of subjects and knowledge that they may utilize in future reading.

Readers always find books they enjoy when autonomous reading is centered on reader choice, and they subsequently frequently find friends and other people to discuss these books with. When you finish the first book in a series, you can go on to the second and third books. In order to always have a book available to pass the time, students learn to have an "On-deck book" or a "To-be-read list." This objective is furthered through recognizing and promoting reading behaviors and providing time for independent reading during the school day.

How much is sufficient? How much encouragement is required to help each student work toward his or her personal objectives? The success of individual reading and classroom routines may be observed by teachers by keeping track of how fast students begin working, how many pages are read, and even how many volumes are read by students, the class, or both. Teachers must be able to organize time for a variety of tasks, including enhancing students' talents, encouraging confident reading of assigned texts, and the much more crucial objectives of inspiring children to explore the world and cultivating and maintaining a love of reading. The finest and most equitable lifelong readers will be produced by teachers who are dedicated to providing chances for pupils to read independently throughout each school day.

Personal Reflections:

Fatima Reyes
This article is fascinating as it provides valuable information on creating passionate readers through independent reading. I believe that the strategies proposed by the International Literacy Association undoubtedly help promote independent reading in students. In these strategies, the learner is the protagonist in the reading process, and the tutor is only a guide in this process. Moreover, after reading the proposed ideas, I found two in particular that seemed relevant to me. Therefore, all teachers must use it in their reading lessons to increase young people's commitment and passion for reading. These are: - Allow students to choose the books to read according to their tastes and interests. In this way, the student will be fostering their taste for reading. Second, - Organize exhibitions of new arrivals of books to the school library. The main objective of this is to inform students about the book offerings of the library institution. And in this way, facilitate the process of choosing books for students. Finally, as a teacher, I can say that if I put into practice, the strategies mentioned in the document with my future students, they will become independent readers. However, as a student, I can also practice the information provided to improve my reading habits and thus gradually achieve my reading independence.

Ulrich Centeno
We must instill in our students the importance of independent reading. We can indeed help them start a reading habit, but our focus should be on getting them to take the initiative to read on their own without being told to do so. And this article gives us arguments why it is important to read independently, as it helps us to form a habit and expand our knowledge and vocabulary, which is very important for second language learners. Moreover, we have the responsibility as teachers to create passionate or indifferent readers, but I believe that by using the right strategies, we can do an adequate job. It will not be easy since each student learns in a different way and has different tastes. However, we can look for ideas that will help us to help our students to be thinking and critical beings with their own determined opinion.

Cintia Paola Matute
Independent reading is a fundamental skill in students' life; however, many students do not read due to many factors that affect students reading, like lack of concentration and bad reading habits. Something that I believe is true is "the more you read, the better you read" this is because when a person reads a lot is developing new reading techniques and increases vocabulary and phrases, and this makes the person be more skillful. Reading stamina is due on many occasions; the teachers obligated many students to read books that are not enjoyable to learners. The books have to connect with the student's life, so reading for pleasure would be excellent.

Valeria Yanell
Calling our students' attention is a challenge. As my psychopedagogy professor says, "We must be the clown of the class." Searching for innovative ways to create an interactive and interesting class is not precisely easy. Offering students options, but options they want, such as magazines, short stories, comic books, poems, novels, and even the newspaper, is one way to get them involved in reading. Before we start with the independent reading, we must set an explicit lesson teaching the necessary skills for quality reading; later provide different reading materials; be there to monitor and support our students if they have questions; and at the end of the activity, talk about the reading each did. Another problem that frustrates independent reading is time. I will use myself as an example. To read books, I scheduled to read 20 pages from 3 to 4 or 4:30. The first two days I followed my plan dutifully. After two weeks, I read 40 pages in one day to avoid reading the next day or read 60 pages in a day. To create a plan and continue with it needs practice. It is our duty to entail students how reading can be a hobby and, like any other, needs time to be developed. 10 minutes daily is enough to start. If the student does not read one day, it is OK. She or he only has to begin again.

• Good readers usually scan the text before reading, taking note of factors like the book's structure and the passages that could be most pertinent to their reading objectives.

• Good readers usually guess what will happen as they read.

• They choose what to read attentively, quickly, not at all, or reread, among other choices. They read selectively and make decisions on what to read all the time.

• As they read, good readers develop, update, and analyze the meanings they infer.

• Good readers make an effort to understand new terms and concepts in the text and deal with contradictions or gaps as necessary.

• They consider the text's writers, their writing style, worldview, motives, historical setting, and other factors.

• Good readers pay great attention to the location and characters when reading a narrative.

Researchers and educators have tackled the following issue: Can we educate kids to engage in these beneficial behaviors? Given knowledge of what successful readers do when they read. Without a doubt, the answer is yes. A substantial body of research suggests that we may assist children in learning the techniques and procedures employed by proficient readers and that doing so enhances their general understanding of texts—both those intended to teach the techniques and those they read independently in the future. In this chapter, we'll go over several tried-and-true teaching methods to assist students in developing effective comprehension strategies and abilities. You'll discover that there are many, if not an overwhelming amount, of tactics that are effective, but even the application of one strategy has been proved to increase pupils' comprehension. Students can develop genuinely strong comprehension skills for a variety of texts by learning what we refer to as collections or packages of comprehension tactics.

It is important to balance comprehension teaching and to use a phrase from the decoding discussion. In order to effectively teach comprehension, it is important to provide explicit teaching in the various comprehension methods, as well as ample time and opportunities for reading, writing, and discussing the text itself. A supportive classroom environment and a model of comprehension education are key elements in our strategy for balanced comprehension instruction.

Simply providing sound teaching is insufficient. Good reading education also has to include a number of key components. If not, the understanding instruction will not stick and succeed. These qualities consist of the following:

·  Reading itself takes up a lot of time.

·  Have read authentic texts for authentic purposes.

·  Read a variety of texts in the genres that we want students to be able to understand.

·  A setting that fosters the growth of vocabulary and ideas via reading, personal experience, and—most importantly—discussion of words and their definitions.

·  Profound ability to accurately and automatically decode words.

·  A lot of effort is spent producing writings that other people can understand.

·  An atmosphere with lots of excellent text-related conversation.

The comprehension instruction approach that we feel is most strongly supported by the data goes beyond merely providing an opportunity for students to read, write, and discuss texts and instead links and integrates these many learning opportunities. We specifically propose an educational approach with the following five elements:

1. A detailed explanation of the technique, including when and how to apply it.

2. The method is shown in use by the instructor and/or students.

3. Implementing the approach together.

4. Gradual surrender of responsibilities while practicing under supervision.

5. Independent application of the technique.

It is crucial that neither the instructor nor the students lose sight of the necessity to coordinate or orchestrate understanding techniques across these five phases. Strategies shouldn't be utilized in isolation; competent readers don't only read books to make predictions. Instead, proficient readers continuously employ a variety of techniques. Although the aforementioned approach highlights a certain tactic at a specific point, additional tactics should also be mentioned, shown, and encouraged all along the process.

· Selecting pertinent texts.

We advise tightly connecting the comprehension technique being taught to the texts to which it is originally applied and practiced, much as many have advocated utilizing texts in decoding teaching to stress the specific sound-letter associations children are learning. A work that is unfamiliar to students, includes a series of events, and offers sufficient hints about impending events for the reader to make educated predictions about them, would be an excellent choice for teaching the prediction approach. We advise paying close attention to the level and requirements of texts used in various periods of education, especially the early phases, as is advised for decoding instruction.

· Concern with student motivation. 

Students' motivation levels influence whether and how they will apply comprehension methods when completing a task. As a result, the approach we propose should be tailored to maximize student motivation, especially during the individual practice section. Complements to comprehension instruction, such as experience reading actual texts for genuine purposes and the creation of an atmosphere rich in an excellent discussion of the text that we have already mentioned, will surely be helpful. Books, articles, and chapters that are expressly devoted to the subject of motivation and engagement may provide additional techniques.

· Ongoing assessment. 

Last but not least, continuing evaluation is a necessary component of any effective education, including training in understanding. Teachers should keep an eye on how well their pupils comprehend what they read and how they apply comprehension tools. The outcomes of this monitoring should then influence how the instructor teaches.

We now move to particular comprehension methods that have been proved in studies to be successful in enhancing students' comprehension of text, using this general paradigm for comprehension education as a framework to teach any beneficial strategy. Six significant strategies are first introduced, after which we analyze certain "Routines" that combine many techniques into a single task.

·  Prediction/prior knowledge,

·  Think-aloud

·  Text structure

·  Visual representations of text

·  Summarization

·  Questions/questioning

These six specific comprehension techniques: prediction/prior knowledge, think-aloud, text structure, visual representations, summary, and questions/questioning, have been found as being helpful to teach to developing readers, according to studies. Additionally, "Comprehension Monitoring" and "Cooperative Learning" were named as efficient comprehension tactics in the NRP study. The general comprehension strategy we suggest in the first half of this chapter, as well as the comprehension routines covered later, both imply collaborative activity between students and between the teacher and students.

·  Reciprocal Teaching

·  Questioning the Author

Students take on a bigger part in the overall text discussions when the routine is used, virtually doubling their share of the discussion pie, and they start many more interactions. And most importantly, engaging in Questioning the Author helps students become much more proficient at a higher level of understanding and evaluating their knowledge.

We have highlighted qualities of a balanced comprehension curriculum within which such strategies may be placed, as well as successful individual and group strategies for teaching text comprehension. Recognize that it has been demonstrated that using even one of the methods discussed in this chapter can increase students' reading comprehension. In reality, Pearson argued that comprehension training is most effective when it concentrates on a small number of well-taught, well-learned skills in the earlier edition of this book. Even while we can now name a long list of approaches that work, this does not guarantee that using a long list of strategies will work.

Personal Reflections:

Ulrich Centeno
Reading comprehension is something that can be tricky at first when students begin to read. That is why, as teachers, we must gain knowledge to be able to help them. This article provides us with a series of practices that we can implement and suggest to our students to make comprehension easier for them. This is very important because it will make them develop skills such as inferring the meaning of a word, considering literary aspects, giving their own opinions in public with great determination, and they may also have the ability to question aspects of the author's literary style, forming critical and analytical thinking.

Cintia Paola Matute
Reading comprehension has always would be one of the most critical things in reading because, through this, the students can analyze and understand every part of the text. The techniques the students can learn are essential in order to develop better reading. A reader that implements reading techniques is active because they enjoy reading every book, have clear goals to achieve, and look over the textbooks before reading. A good reader tries to determine the meaning of unfamiliar words, there are many other techniques the good readers apply, and these techniques the teachers have to teach to wrong readers to this learners become readers and can develop critical thinking too.

Fatima Reyes
First, I can say that this article offers us valuable information that we as students and future teachers should know. Well, the strategies mentioned here greatly help develop individual and collective reading comprehension in students. Therefore, I found the ideas from the Students Achieving Independent Learning (SAIL) program interesting. Well, this includes critical points for the development of reading comprehension, such as predicting, visualizing, questioning, making associations (e.g., between the text and students' experiences), and summarizing. Furthermore, these strategies involve teacher and student participation, making the process dynamic and collective. In short, I can say that reading comprehension is one of the language skills that allows us to interpret written speech. Hence, it suggests that the person relates to his/her attitude, experience, and previous knowledge.

Valeria Yanell
What Research Has to Say About Reading Instruction. Chapter 10 is about practices for developing reading comprehension. First, we see the characteristics of a good reader. Some are being an active reader, being familiar with the book’s structure and sections it contains, and asking questions about what is being read, among others. After that introduction, six individual comprehension strategies are introduced; prediction, think-aloud, text structure, visual representations, summarization, and questioning. Almost at the end, 3 "comprehension routines" are explained. Questioning the Author (QtA), reciprocal teaching, and transactional strategy instruction Reciprocal teaching is when the students are involved during the lessons. I like it because all the students can participate in sharing their ideas, correct each other if it is necessary, and if none knows the answers, the teacher can entail an example or give hints.

Therefore, some of the activities in teaching reading that some people suggest are:

- Reading Around the Room: This activity suggests using pointing sticks to draw attention to each word as it is read. Therefore, students enjoy using the pointing sticks to find and read the labels in the classroom.

- Sorting by Sound: Sorting is an essential skill for young pupils to learn. It enables students to physically manipulate objects and categorize them based on their initial sounds.

- Baby Mouse Talks to Felicia Furrypaws: Graphic novels provide unique assistance to English learners. The visual nature of this genre provides detailed images that aid in understanding characters, settings, and events.

- The Food Label Store: Students may be more motivated to learn if they participate in their learning and can apply what they learn in class to activities outside of class. In fact, food shopping is a relevant activity for almost any student.

On the other hand, Zohreh Eslami and Marianne Son propose a relevant activity that tutors can carry out with their students. It is called cooperative vocabulary building and early writing with ELL and monolingual students. Well, this activity introduces ELL students to household vocabulary and positional words while also encouraging all students to practice phonetic spelling. A more extensive English vocabulary will help ELL students understand and connect to texts as they learn to read. Because houses and family life are frequently discussed in children's books, this type of vocabulary is advantageous. In addition, there are other fun activities to practice with pupils in the classroom, like: - Rime Reading: It introduces students to new word families and improves reading fluency and vocabulary as the text is read and reread. - Roll the Dice: It enables students to create readable consonant-vowel-consonant words by rolling two dice. It is enjoyable since it increases student confidence and curiosity.

Another helpful activity is Who Can Finish the Story? Reading aloud in class is challenging for students, especially young students who lack confidence and are shy. Thus, this activity allows students to practice reading in a fun, game-like environment, reducing anxiety and motivating them to read aloud in class. Additionally, Jean Kirschenmann suggests an activity called Say It, Write It, Read It. It describes one method of bridging the gap from no reading to some reading, making textbook reading less intimidating. Well, it is based on the assumption that students can read what they can already say and heavily relies on the Language Experience Approach (LEA) principles. Hence, LEA is a process in which teachers transcribe what students say and then use the resulting text as students' reading material. It is a popular strategy for teaching first-language reading to young children and in adult literacy programs. Also, it is suitable for beginning readers in second- or foreign-language classes of any age. In sum, the document describes new ways in which teachers can teach and promote reading in their learners in an active, fun, and innovative way.

Personal Reflections:

Fatima Reyes
Firstly, I can say that this article is interesting since it addresses several activities that teachers can use with their students in the classroom. In addition, each exercise is explained in detail, including (resources, objectives, level, suggestions, and options). Therefore, I consider these activities beneficial to teaching since they promote students' reading habits. Well, we can adapt them according to the learners' preferences or needs. Furthermore, they help to develop students' critical thinking skills and improve reading fluency and vocabulary. Moreover, they aid in counteracting anxiety and shyness. Finally, I can say that as a teacher, I would consider this material to teach reading attractively and dynamically to my students' ding in their learners in an active, fun, and innovative way.

Cintia Paola Matute
Preparing coherent activities with specific levels, objectives to achieve, and duration is essential to developing an excellent reading with learners. A correct reading procedure helps students build many reading skills and their native and non-native languages, and to know activities that teachers can implement with their students is fundamental to creating correct procedures and techniques. Creating new vocabulary is one of the best things a teacher can implement because, with this, the learners learn many new words and the pronunciation of these words too. Developing correct activities can help promote reading in students in an active and fun way.

Valeria Yanell
From all the articles and documents, this is my favorite. I did not want to read it in the beginning, for its 30 pages, but the structure of the next and the vocabulary were appealing and easy to read. The activities proposed can be modified in our classroom depending on our students and the tools available. The food label activities are ingenious; children learn food vocabulary, identify the different groups, share information with their classmates, use their fine motor skills and think about the answers that the teacher conveys. I will definitely include all the activities related to phonological and phonetic awareness in the lesson. They are interesting to the teacher and to the student; they will learn and have a great time. I also like this part because I can create the didactic materials since I’m fond of the physical didactic materials instead of the online ones.

Ulrich Centeno
In this article, we can realize that there are many ways that we can apply to teach reading to our future students. The didactic activities provided in this article are very good and so varied that, as teachers, we have to keep in mind that we must apply a different strategy for each student to encourage reading. This should always be a pleasant activity, especially for children, since with so many distractions they have today, we must go out of the conventional to make more dynamic and attractive activities for them and obtain more participative students. 

As we said before, the objective of this paper was to investigate metacognitive awareness of reading strategies. This analysis was applicated to eighty-eight native speakers of Spanish, and they were of low proficiency level in English. In this work, the researcher has found that knowing about the nature of reading and one's reading strategies will help inefficient readers become better readers (Cristina Lahuerta, 2006); learning about the nature of reading and its strategy is essential because, in this way, the reader is aware of what is needed to perform effectively; at the same time, if these learners are not aware of their own limitations as a reader, they will not be able to take preventions actions to anticipate problems. Simultaneously was studied the subject's preference for global or local strategies and the effect on reading performance. According to Cristina Lahuerta (2006), the global strategy involves background knowledge, reading for the test gist, and textual organization, whereas local strategies relate to sound-letter, word-meaning, and sentence syntax. 

According to Cristina Lahuerta (2006), the analysis of metacognitive perceptions continues with non-native readers about reading strategies and the influence these ideas may have on second language reading performance. This paper is based on the beliefs and ideas of students of English as a foreign language. To create this analysis was applicated a metacognitive questionnaire to elicit relevant information about the people's ideas about their own reading and their opinions about silent reading strategies, and it consisted of three groups of statements; the first group consisted of six questions that asked about the ability to predict what is to come next in the text, the next group of statements tries to reveal the reader's resources to face problems duríng reading, the rest of the questionnaire incorporates of seventeen statements about what the subjects do to read effectively and about reading behaviors of good readers (Cristina Lahuerta, 2006).

Finally, the researchers concluded that people see themselves as able to use prior knowledge and experiences to understand the content of the text; at the same time, the studies showed that people could recognize the organization of the text to assess and evaluate the text and are capable of noticing when they understand something and when they do not. Simultaneously, these persons can identify reading difficulties and use strategies to clarify the meaning instead of giving up and stopping reading; they see themselves as resourceful readers. The persons who made the questionnaire tended to focus on reading effectively and using effective strategies that mentioned global aspects of textual meaning and background knowledge (Cristina Lahuerta, 2006) and local strategies like understanding the meaning of each word and looking up the definition in the dictionaries.

Personal Reflections:

Cintia Paola Matute
Metacognitive is essential for everyone who wants to know more about their knowledge. This paper showed the importance of factors that people have to consider the moment to read a book. Sometimes non-native speakers are confused about the moment to read a book, maybe, because they have a low vocabulary or idiom knowledge. Still, this work shows us that although the persons who participated in the questionnaire can notice the difficulties of reading and can use strategies to follow with the reading and not stop with this. Throughout this paper, the most important thing is the information offered about foreign language awareness of reading and reading strategies.

Fatima Reyes
The study on L2 learners' metacognitive awareness of reading strategies and their relationship with reading comprehension is undoubtedly vital information that we as second language learners should consider. Therefore, this gives a detailed analysis of non-native learners' ideas about the use of specific strategies and the effectiveness of each one of them. Thus, as future teachers, it is convenient that we consider the ideas indicated for the efficient and ideal development of reading and reading comprehension in second language learners. Ultimately, I believe this information is essential in our efforts to assist our students in learning to become autonomous learners capable of identifying needs, setting objectives under their goals, and evaluating and monitoring their progress over time.

Valeria Yanell
The study has as subjects native Spanish speakers whose English level is low, perhaps an A1 or A2. There is no indication of their age, but they must be adults. What called my attention was that even though new strategies (global strategies) were explained to the subjects, they preferred local strategies. This must be a result of insufficient information about learning strategies. We follow the same strategy for years and years without noticing if this one is effective. Explicating and showing the different methods to our students must be a duty since every learner is a world. Also, encourage them to try new ones and share their experiences.

Ulrich Centeno
Being metacognitively aware of reading strategies is very important for reading comprehension and the promotion of reading in our students. However, these critical strategies for teaching, research, learning, and evaluation in a second language are frequently overlooked. These strategies can help us as teachers to know the weaknesses and strengths of our students, and, taking that as a starting goal, we can apply appropriate methods for reading comprehension. As teachers, we must study these reading strategies in order to make reading exciting and motivating. 

To understand better the purpose of this paper is important to know the differences between literacy and reading. According to Mikulecky & Ed.D. (2008), literacy is a set of attitudes and beliefs about the ways of using spoken and writing languages in a cultural context. Language and culture can not be separated because both are constructed within a cultural setting it is for that two different readers can read the exact text and build different models of what the text means; therefore, according to Mikulecky & Ed.D. (2008), the teachers can not suppose that learners who are good readers in their native language can apply the same strategies in the learning of a second language, reading in English need a set of thinking skills that grow up od the spoken and writing English language. In conclusion, the researchers found that students of a second language must think in English to read effectively. Finally, extensive reading, reading fluency, comprehension skill, and vocabulary building are essential in developing an effective second language reading.

Personal Reflections:

Cintia Paola Matute

Developing an effective reading is essential to understand with clarity the message that an author wants to transmit. However, it is not the same read in the native language as in a second language; this paper is essential to achieve an effective reader. Extensive reading for pleasure is one of the most important to develop excellent critical thinking and increase vocabulary and fluency. Improving reading comprehension can help students of the second language in academic settings who cannot keep up with the reading assignments. 

Fatima Reyes
This paper contains some critical points to remember when teaching reading in a second language. Therefore, I believe that putting these concepts into practice in reading will greatly help learners develop reading skills, such as fluency, reading comprehension, and vocabulary building. Apart from that, it will also greatly help in learning a second language. Therefore, this article suggests that extensive reading is a highly individualized method of improving reading skills. Indeed, I believe that using this approach in the classroom will positively influence students' reading development. 

 Furthermore, this article suggests that students choose their own books and read at their own pace. Thus, the teacher's role is to guide and assist the student in selecting the text. In short, I learned that reading is the basis of all language teaching. For example, textbooks are used in language classes to develop vocabulary and learn grammar. Therefore, it is an essential element of any second language curriculum.

Ulrich Centeno
As we know, it is important to teach and encourage the habit of reading in our L1, but it is also important to encourage it in the acquisition of an L2. By encouraging reading in learners of a foreign language, we are making them learn even more about the language, their country, and their culture. Also, there is a literary focus as we are making them aware of writing styles and genres so they can explore that great variety. Apart from that, our students would optimally learn more about vocabulary, grammatical structures, idioms, and many other things that help them at their L2 level. 

Valeria Yanell
In this article, essential definitions are displayed, like reading and literacy. In fact, reading is the basis for building any knowledge. To master our English, we must research and practice, and all of this is achieved thanks to our reading ability. It is surprising to realize that while reading; we have analyzed the text from various perspectives, which are then combined in our minds and comprehension occurs. In literacy, I did not know that our cultural background affects our comprehension. It is true that we think in a particular way depending on our zone (country, state, city, or countryside), but our cultural context is strong enough to model us. Wow, that astonished me. I’m not sure of how easy it could be to think as a native English speaker. It will help my English skills, but I do not fancy losing my culture to add another one. Reading, like any other skill, needs to practice, and practice makes perfection. As we, as seen in other documents, talking about our books is the best way to share ideas and comprehension. We listen to others’ ideas and discuss the aspects related to the book.

A new definition for us is "modeling." That is how we explain the instruction of an activity. It can be implicit or explicit. It is implicit when we convey hints of how to get a result. "Explicit" is when we make a demonstration and provide the instruction clearly. Our favourite strategy is definitely the number five, storybook reading (...). It contains activities that we can employ with children or adult students, share what we have read, and express our ideas and feelings. The best way to maintain the information in our heads is when we share it with others. We not only promote reading but also social interaction. Perhaps all of us read the same book, but nevertheless, we think of it differently. Paola would like the character of Monserrat and disapprove of Alejandro, and Valeria would love Alejandro and not understand Monserrat. Each of these 10 strategies can be implemented in the classroom, and they are not rigid. We can modify them and adapt them to our environment. Also, we are not the only ones in charge of our students' reading development, but parents and themselves must be interested in this long process

Personal Reflections:

Valeria Yanell
Before I start with the ten principles, I have to point out that the structure and material provided by the booklet are fantastic. Some links do not work anymore, but the rest are proportional to the amount of material that we can use with our students or study them ourselves. For example, in the area where reading is fundamental, there are recorded webinars with experts on all things related to reading. Continue with the ten principles. My favorite is number 10, where I propose changing the test so the student only has to memorize information, or reading skills are evaluated separately. In my opinion, building a test from zero and taking into account all the reading skills is, in my opinion, correct. The student cannot read without comprehending the text or inferring the meaning of a new word. All the skills are used in one way or another, but they do not work alone.

Cintia Paola Matute
It is beautiful and very profitable that teachers can help students at the reading moment through many activities that facilitate their work. I believe that through this, the learners are developing reading for pleasure and something important is to share our knowledge with others because at that moment; we are developing speaking and comprehension skill, and it is easier that students can remember many things about the book and can give it many interpretations at the same book this due that everything people think different. The parents play an important role in the student's life and an essential part in the reading; an important thing is that the parents can help their children to develop their reading skills from they are babies. Starting when they go to sleep their parents can to read a book every night, and this will be helpful.

Fatima Reyes
Reading this article has been very helpful to me. I have learned the ten principles teachers must consider in teaching children to read effectively. Therefore, as a teacher, I believe that if I want to leave a mark on teaching reading to my students, I should take note of this material and put it into practice. Well, the results obtained on these principles reflect their effectiveness. In general, I find all the tenets fascinating and key to teaching reading, starting with the first principle that states that "when children read, they construct their own meaning." Indeed, this is correct. Well, according to my experience with reading, I can say that this principle has been present in my reading development.

 Furthermore, I would like to say that one principle, in particular, caught my attention. It is the one that holds that effective reading instruction can produce engaged readers who are knowledgeable, strategic, motivated, and socially interactive. Undoubtedly, this principle encompasses a series of critical aspects that, as a teacher, I must develop in my students by applying helpful and dynamic strategies in the classroom. In sum, I can say that the principles described in this document are vital in ensuring that every child enters the path to becoming a literate adult.

Ulrich Centeno
These principles for teaching reading are important to develop with students so that we, as teachers, can better understand how our students learn and think. With these principles, we teachers can begin to implement some activities or strategies in the classroom to encourage students to read and generate classroom discussions as they exchange ideas about the books they have read or are reading. Also, it is important that we must be careful as teachers when introducing this to students, as we should not overwhelm them but rather give them their own space in which they can develop themselves and, at the same time, progress in learning. 

The results showed that 92% of the students had access to personal computers. 54% of computer users watch videos or browse the internet. In other words, 43% of computer users use their computers for both schoolwork and videogames, 31% use their computers exclusively for games, and only 2% use their computers for schoolwork. On page 3, it displays the beginnings of the informal internet language, where to reduce the message, the students write abbreviations like: 4 instead of for and u as you. Students use their computers to do their homework because it makes their work easier and quicker. With this they do not have the necessity of an exhausting research and use their reading skills. In the test, the results pointed out that the girls had better comprehensible abilities than the boys, for a correlation of 0.35. Those who spend more time on their computers got the worst scores. In the vocabulary test happened exactly the same, the boys got lower scores for having a poorer vocabulary than the girls. The study is only a pilot and suggests conducting more studies about the topic. It has been 20 years since its publication, and their data may look old if we compare the technology of those years with ours.

Personal Reflections:

Valeria Yanell
Even though the study is a pilot and is undated for our times, the influence of technological devices in this specific case computers affects reading comprehension and vocabulary. Children are more likely to receive a phone or tablet than a book, so encouraging reading habits should begin when they are infants. It is incorrect to state that students must not use computers; in today's world, computer skills are required for any job and facilitate the way we work or search for information. Teachers and parents must convey the limits of the use of technological devices and teach how children must use them.

Cintia Paola Matute

Computers might have a negative impact on young people who are still in the process of learning and developing their basic language literacy skills; this is due to the students prefer to spend time on devices that are writing and speaking in notebooks. Literacy is essential for students to learn to perform at a personal and professional level, but technology is affecting all students. After all, it is easier to write on a computer because it is given all the corrections in grammar. In addition to that, the students are pending on their social networks that their homework additionally when they finish their work spend the rest of the time on games and not reading books.

Fatima Reyes
I find the research by Odette Radi on the impact of computer use on literacy in reading comprehension and vocabulary development fascinating. For, it reflects that the excessive use of computers in recent years has increased among 12 and 13-year-olds. Undoubtedly, I believe this is a worldwide phenomenon. Children prefer playing video games in front of a computer or any electronic device rather than picking up a book to read. So, I think this is due to two factors: First, the ease of having an electronic device at home. Second, parents lack attention to their children. Parents often do not have enough time to supervise what their children do at home. According to this study, children spend most of their free time surfing the Internet and playing video games. Thus, I believe that the role of the teacher, in this case, is to ask parents to be aware of the activities children do at home. Ultimately, I suggest that teachers have to create a balance to be successful in teaching both computer and language literacy. Hence, this area requires ongoing research because technology is advancing and causing changes in all aspects of life.

Ulrich Centeno
Technology is advancing every day and has become fundamental in many areas. This same advancement has also made it possible for teaching methods to be updated and virtualized, as we now see within ourselves. However, just as it has brought great advancements and progress, it has also brought consequences. In this article, we can see research on the impact of computer use on literacy, and really, the data is incredible because the use of computers by children in industrialized countries is very significant. However, as teachers, we must be careful when planning lessons using a computer because there are also many distractions for children, which can make them not want to read but play. That is why this issue is complicated, and we must plan and maintain a balance to do an adequate and appropriate job. 

1) It needs to look appealing. A book that calls children's attention, not only for its cover but for its story line.

2) Availability. Use books that are already on your shelves or library.

3) Developmental Value Choose a book according to your child's age. 
4) Problem-solving messages Look for books that have problems related to friendship, sharing, coping, and support. At the end, ask your students if there are more ways to solve "that problem" in the book.

5) Reflect on the Goldilocks rule. This part is like the input hypothesis, where we must search for material that is not too difficult but not too easy for our students to understand (I +1). Following this idea, we must be sure that the book is adequate for our students.

Now that the guides have been established, the article recommends some books and the issues they address. Even though we, as teachers, cannot prevent adversities or traumatic events in the lives of our students, we are able to provide protective factors. "The protective factors are conditions or attributes in individuals, families, and communities that promote the health and well-being of children and families." (Child Welfare Information Gateway, 2020).Book recommendations:

·         Coping and Patience: The invisible String by Patrice Karst (2000)

·         Helping: Pass it on! by Marilyn Sadler (2012)

·         Problem solving: Blackout by John Rocco (2011)

·         Responsibilities and jobs: Make way for the ducklings by Robert McCloskey

·         (1941)

·         Choice and decision making: Don’t let the pigeon drive the bus! by Mo Willems

·         (2003)

·         Structure and rules: How do Dinosaurs say Good Night? by Jane Yolen and

·         Mark Teague (2000)

·         Making friends: Knuffle Bunny Too by Mo Willems (2007) 

·         Opportunities to participate and contribute: Tico and the Golden Wings by Leo Lionni

·         (2007)

·         Caring relationships and empathy: The Runaway Bunny by Margaret Wise Brown (1977)

·         Setting boundaries: Stop Picking on Me by Pat Thomas (2000)

Valeria Yanell
The article's main point is to show us protective factors that can be taught through books. In contrast to the other articles that touch on the mental and emotional health of our children, we must also be a support for our students, a figure they can talk to and express their problems with no fear. All the books sound interesting and helpful, but as the article says, we must choose a priority. For one to talk about a specific topic, we must select a book for it, not take anyone we see or try to read all the books in a year.

Fatima Reyes
The information provided in the document about resilience is new and very interesting to me. Honestly, I did not know the definition of this term. Still, after reading the material, it is clear to me that resilience is the ability of children to cope with the problems and adversities they face with fortitude. Therefore, I believe using books to increase resilience is a great strategy. In this way, children are taught about real problems and situations. It also encourages a love of reading. In addition, I can say that the reading activities suggested by Karen Petty are ideal for classroom practice. Thus, stories are helpful because they help us draw attention to young children's challenges while providing solutions to cope with or even overcome them. So, I can say that books that tell stories of characters facing challenges or problems they must solve are the best because they become an example to follow. Finally, I would like to add that the essential thing tutors can do to provide a buffer against emotional hardships is to help children become more resilient.

Cintia Paola Matute
I will say that this paper was beautiful and the most important for me. I had never heard of resilience until this paper, and I believe that it is fundamental in kid's life that teachers, parents, or caregivers read books about this topic so they can become strong and able to cope with any problem throughout their lives. Resilience is that kids need to develop reading for pleasure because these books encourage them to teach them skills and leave positive messages and not only reading for homework or nonsense stories. They read to learn about the life, and it is lovely.

Ulrich Centeno
Resilience is a very important topic that we should foster in our lives, and as teachers, we should help students to be able to have it too. That is why this article suggests we foster resilience through books. To do so, we must know very well which books to suggest to our students so that they can read them and understand this topic since they are children. I personally love to read about self-improvement and life advice. So this tells me that, as a teacher, I can also help my students read not only entertaining texts but also texts with great learning lessons for life, such as resilience. When a child grows up knowing this, they can be prepared to face life's adversities in the best way. This article appealed to me. 

Consequently, because of the need to teach reading appropriately and innovatively, this paper reports critical information from several articles by experts that suggest various strategies and techniques teachers can use in the classroom to teach reading for L2 acquisition. Thus, some methods are mainly for use with children. However, others can be used with learners of any age. In addition to providing strategies, ten proven principles for teaching reading that tutors should consider in their reading lessons are also offered. In addition, the concept of resilience is introduced. It refers to overcoming or adapting to adverse situations with a positive attitude. Hence, we provide practical strategies to foster resilience in children through books. Additionally, we provide a series of reflections related to each article. These will help evaluate the importance of this material in teaching reading for us as students and future teachers.

Reading in a second language helps students to increase their vocabulary and fluency. If the persons read more, they become better readers because they are putting into practice techniques and strategies that allow them to develop skills. 

Moreover, as future teachers, we must get prepare ourselves properly to know how to instill the habit and love for reading using different strategies that suit the learning process of each student. That is why it is important to motivate each person to read because it helps them to grow themselves and can also help others with the knowledge acquired.

Mikulecky, Ed. D, B. S. & Pearson Edication. (2008). Teaching Reading in a Second Language. Doc.Player. https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html

Petty, K. (2012). Using books to foster resilience in young children. Texas Child Care Quarterly, 36(2). https://www.childcarequarterly.com/pdf/fall12_resilience.pdf

Radi, O. & Department of Science and Mathematics Education The University of Melbourne Parkville, 3010, Australia. (2001). The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills. Semantic Schoolar. https://www.semanticscholar.org/paper/The-impact-of-computer-use-on-literacy-in-reading-
Radi/d2f9275e2ee6e0f11bbd75ff9969587a5b13934d

R. Day, R. (2012). Young Readers. In TESOL (Ed.), New Ways in Teaching Reading, revised (pp. 304–333). Series Editor TESOL. https://www.tesol.org/docs/books/bk_NW_ReadingRev_745


Sweet, A. P. & National Education Association. (2000, April). Ten Proven Principles for Teaching Reading. ERIC. https://eric.ed.gov/?id=ED447441

On the other hand, it is vital to consider the concepts of experience and reading. These suggest that for learners to become good readers, they need a guide or coach to guide and motivate them to improve significantly in reading skills. Therefore, it is vital to remember that people who develop high levels of expertise in medicine and sports have coaches who lead them to achieve high-performance levels. Thus, a tutor's practical instruction in reading skills leads the learner to improve reading comprehension significantly. Nevertheless, it is worth noting that there are implications for teaching L2 reading. Well, reading comprehension requires the application of several skills and knowledge resources. The most important are: 1) the ability to decode graphic forms to recognize words efficiently, and 2) the ability to deduce meaning from grammatical information at the phrase and clause levels. 3) the ability to apply reading strategies to more complex texts and various academic reading tasks. 4) the ability to set reading goals and adjust them as needed.

Consequently, this article suggests to the trainer a series of principles for developing a reading curriculum consistently and effectively, contributing to the development of L2 reading skills. Thus, the most relevant tenets that the tutor or coach can use with learners include: - A conceptual framework for L2 reading instruction that should combine primary skill instruction with extensive practice and exposure to print. That is, based on a needs analysis, teaching and testing goals, and effective teaching materials. - Reading enjoyable, varied, attractive, plentiful, and easily accessible materials. -Some degree of student choice in selecting primary reading sources. Another essential principle is that lessons are organized around pre-reading and post-reading

activities. Thus, these activities must change from one central reading to the next. In addition, it is worth emphasizing that another essential aspect of teaching reading is to teach students to be more aware of the structure of the text. Therefore, if teachers are familiar with text organization and discourse signaling markers, they can assist students in developing their knowledge of text structure and discourse organization. Furthermore, motivation is a central aspect of developing students' reading skills. Hence, this material argues that students only become good readers if they read a lot.

Personal Reflections:

Fatima Reyes
This article is fascinating as it addresses specific points about teaching L2 reading that we as students and future teachers should consider. After reading the information in the article, I realized that I used the reading processes mentioned (lower level and higher level). Well, while reading, I developed automatic word recognition skills. In addition, I was able to recognize thematic information from the material. Furthermore, I identified some essential principles of reading to be taken into account, such as the learner's participation in selecting reading sources and choosing interesting, varied, and accessible reading resources. Therefore, I can say that the principles suggested by this document for reading are accurate. Since they include active participation from the learner and the tutor, which makes the teaching process is successful in improving students' reading skills. In short, practical and focused reading instruction makes a difference in teaching.
 
Cintia Paola Matute

 The concepts of reading and experience are fundamental because through the experience, the learners can create and apply strategies and techniques of prior knowledge. Guided reading is essential to learners because the coach can lead them, and in this way, the learners can be capable of learning all aspects of the reading and, at the same time, analyze the design in-depth and be aware of the structure of the text. Motivation is an excellent part of reading in order to develop reading skills; the only way the students can become excellent readers is by reading a lot.

Valeria Yanell
The part of the article that called my attention the most was Reading Processes: How Does Fluent Reading Work? On page 9. I have worked with children that are in bilingual schools and when they do not recognize the sound of a word, they skip it as it was not important for the context or sometimes ask me for the pronunciation. The relationship between orthography and sound is important for developing reading skills and fluency. Reading is like a puzzle; we need previous pieces to form the total picture. Furthermore, another obstacle that does not permit fluency is vocabulary. There are some words that, thanks to context and pictures, we can infer. Nevertheless, there are words that we need to search for. Sometimes we do not even recognize them in our L1. Enriching our students’ lexicons will take time, and we do not need to rush. We must refresh their vocabulary regularly because sometimes they will forget words.

Ulrich Centeno
When we read in a foreign language, it can be complicated and challenging because sometimes the problems or issues presented when reading in the native language have not even been addressed and then you face those issues when reading in the L2. The main challenge in both languages is to know how to comprehend and interpret what is being read, so, as in the native language, different techniques can be implemented to enhance and make reading in the target language more effective. As teachers of a foreign language, we must identify the problems that may be hindering the purpose of reading, which are often related to the students' time, not only to the reading itself but also to the second language. That is why it is important to decide what methods we are going to use to really help our students believe that reading is exciting. Also, we must instruct students in deciding what book to read by teaching them about literary genres.