THEME: By Susana A. Andrade P. ADVISORS: DIRECTOR: MSc. María Eugenia Arcos CODIRECTOR: Msc. Olga Cárdenas ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH CAREER

The lack of Reading comprehension of children of seventh year of B.E. at the “U.E.E. La Llama del Valle” led to design some strategies which will help them improve this skill. Furthermore, it has been developed upon the modality of a feasible project, which was developed in two facets. The diagnostic and The pedagogical proposal

EFFECTS Low development of the comprehension process of reading. Students are not prompted in the comprehension and interpretation of written pieces. Students don´t progress in their reading comprehension skill. LACK OF STRATEGIES TO COPE WITH THE READING COMPREHENSION SKILL IN CHILDREN OF THE SEVENTH YEAR OF BASIC EDUCATION FROM THE “ UNIDAD EDUCATIVA EXPERIMENTAL LA LLAMA DEL VALLE ” Contact with English texts just in class time. Not enough opportunities for reading practice in class. Students continually use the dictionary to translate into their L1 the words that they don ’ t understand. CAUSES PROBLEM Teachers don´t apply innovative reading strategies. Teachers know mostly traditional strategies for reading comprehension. ANALYSIS OF THE CAUSES AND EFFECTS OF THE PROBLEM

How does the applying of reading strategies in the classroom affect reading comprehension in the students of seventh year at Basic Education of “Unidad Educativa Experimental La Llama del Valle? PROBLEM SETTING

How does the limited contact with adequate English texts affect students of seventh year of B.E. in their reading comprehension? How does the lack of opportunities for reading practice obstruct the Reading Comprehension of these students?

To determine the incidence of applying active teaching strategies in order to improve the reading comprehension skill of the seventh year of Basic Education at “Unidad Educativa Experimental La Llama del Valle” OBJECTIVES

To characterize some teaching strategies on reading production that facilitate to get the best benefit from English classes and improve reading comprehension in the students of seventh years of B.E. at “U.E.E. La Llama del Valle” To provide appropriate activities in order to attain as many opportunities as possible for reading practice

 T he goal : resolve the problem  Tools: strategies for teching reading according students’ ages  Focus on: reading comprehension  Alternative: to promote the students motivation to read

THEORETICAL FRAME

STRUCTURE ACTIVE STRATEGIES READING COMPREHENSION PROCESS Goals and Techniques for Teaching Reading Strategies to develop reading skills Developing Reading Activities Using Textbook Reading Activities Assessing Reading Proficiency Reading methodology INDEPENDENT VARIABLE DEPENDENT VARIABLE Lesson plan RELATION BETWEEN INDEPENDENT AND DEPENDENT VARIABLES

Components for the Teaching of Reading Comprehension ( before, during and after reading strategies) Goals and Techniques for Teaching Reading Goals and Techniques for Teaching Reading To help students acquire the necessary language skills How do you teach reading comprehension strategies? What are the key principles of reading instruction? Reading mechanic: Physiology Psychology The clinical Pedagogy Process of reading: Visualization Phonation Hearing cerebration Conditions for the teaching of reading skill

Strategies to develop reading skills Using picture clues Predicting Using prior knowledge Guessing words form context. A visual display helps readers understand, organize, and remember thousand words. Using prior knowledge to understand a text Making sense of our learning experience Finding new words

Developing Reading Activities Get involved in Reading Fundamental Categories Questioning Create Connections Visualization Make Inferences Construct Information Confidence It helps children develop thoughtful interpretations of what they read The activities help children exercise their brain’s mental skills

To select the appropriate materials Using Textbook Reading Activities To use interesting texts Textbooks play a fundamental role A source of information To choose a textbook, we must take into mind that it works to promote all kinds of reflection

DEPENDENT VARIABLE Assessing Reading Proficiency It is provided by the teacher with immediate feedback A tool for diagnosing areas of strength or areas where improvement is needed with the core reading strategies. Evaluation criteria Diagnostic assessment To measure how much progress has been made

Reading methodology Reading Comprehension Ability and Metacognitive Awareness Reciprocal Teaching Main Strategies Generating questions Summarizing Attempting to clarify words meaning predicting Explicit Instruction Guided practice Explicit modeling Teacher supports and gradually transfers leader ’ s role to students Social Interaction Teacher and students, and among students themselves

 Enabling objectives reading skills  Check up of materials and equipment before class time.  The instruction was divided in three stages  pre-reading  while-reading  post-reading Lesson plan

 Classes  Teaching methods  Observations

Working Hypothesis The active strategies applied to get a good comprehensive reading in the EFL classroom will improve the level of reading comprehension to children of the seventh year of basic education of the “Unidad Educativa Experimental La LLama del Valle” Null Hypothesis The active strategies applied to get a good comprehensive reading in the EFL classroom won’t improve the level of reading comprehension to children of the seventh year of basic education of the “Unidad Educativa Experimental La LLama del Valle”

1. Research Type and Design Quasi-experimental design 2. Population and Sample 56 studets divided in two groups: Control Group, 29 students (Parallel A) Experimental Group, 27 students (Parallel B) 3. Fielding Two different questionnaires Pre- Test and Post-Test

4. Instruments for Data Collection Questionnaire technique 5. Processing and Analysis It was processed and analyzed by the descriptive statistics and the graphic representation

ANALYSIS AND INTERPRETATIONS

Pre-Test Control GroupExperimental Group Samplen 1 = 29n 2 = 27 Mean Variance Standard Deviation Post-Test Control GroupExperimental Group Samplen 1 = 29n 2 = 27 Mean Variance Standard Deviation

CONTROL GROUP EXPERIMENTAL GROUP

t obs < t tab it is accepted the H 0 Control GroupExperimental Group Samplen 1 = 29n 2 = 27 Mean Standard Deviation T-student t-student value with a significance level at 95% and 28 of freedom Degrees = 1,7011 t-student value with a significance level at 95% and 26 of freedom Degrees = 1,7056 t obs > t tab it is accepted the H a

Control Group It is accepted the null hypothesis using t- students test by T obs < T tab A slight increase of 0.35 points and the standard deviation decreases by 2.67 Experimental Group It is accepted the working hypothesis using t-student test being T obs > T tab An increase in the average of 5,26 points and the standard deviation decreased with 0,47.

CONCLUSIONS RECOMENDATIONS The Pretest The mean of both groups are similar and very low A low use of reading comprehension strategies To create reading areas To facilitate workshops to the teachers To use learning strategies in each academic area The Posttest The performance of the experimental group was higher Teachers should try different methodologies and test their progress statistically Always consider the students´ academic level and their knowledge about the foreign language The strategies Using picture clues Predicting Using prior knowledge Guessing words form context To teach Students that reading is a powerful learning tool. To remember that reading is to understand messenges

A HANDBOOK BASED ON ACTIVE STRATEGIES TO DEVELOP THE READING COMPREHENSION SHARING AMONG ENGLISH TEACHERS IN A SEMINAR AT “UNIDAD EDUCATIVA EXPERIMENTAL LA LLAMA DEL VALLE” JUSTIFICATION DESCRIPTION OBJECTIVES THEORETICAL FOUNDATION OPERATIVE MODULE

 To let teachers be aware of the importance of applying innovative reading strategies  To have practical experience in learning/teaching according to this approach  To gain knowledge in the approach of English reading teaching/ learning based on appropriate strategies for all students’ levels

1. Reading Competence  Introduction of the Seminar  Goals of this Seminar  A review of approaches for EFL teaching  Analysis of the three types of language learning Principles: Cognitive, Affective and Linguistic. 2. Reading Comprehension Teaching Approach  Characteristics and Objectives of Applying Active Teaching strategies  Developing of the active strategies  Brief Description of each Strategy Approach  Comparison among the different types of strategies 3. Cooperative learning  Selection of Methods to elevate the Reading comprehension level  Teachers’ Role  Techniques and Activities 4. Interactive Classroom activities  Teachers’ Role and Application  Practice through demonstrative classes  Techniques and Activities 5. Developing of Classroom activities  Reading zone  Reading game  Samples of Active Techniques and Strategies  Application of Active Techniques  Assessment TEACHING STRATEGIES FOR READING COMPREHENSION

DIDACTIC UNIT 2 Subject: Seminary on reading strategies Responsible: Miss. Susi Andrade Topic: Reading Comprehension Teaching Approach Period: Three hours (60 minutes) Year: CONTENTSOBJECTIVESACTIVITIESRESOURCESEVALUATION -Characteristics and Objectives of Applying Active Teaching strategies -Developing of the active strategies -Brief Description of each Strategy Approach -Comparison among the different types of strategies - To know the theory and principles of the Reading Comprehension Teaching Approach. - To review the strategies of the Reading Comprehension Teaching method. - To make teachers value the principles of Reading Comprehension Teaching - Tasks and activities for students - Scrambled Sentences - Picture Strip Story - Grammar game - Strategies to motivate students to read effectively - Ludic activities and pastimes - Assessment techniques which may be used before, while and after the reading - Story sheets with pictures - Cards - Pencils - Authentic Materials - Stimuli-response - Class performance in a written and orally form - Attitudinal - Teachers will answer some question - Individual Participation - Group work

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