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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PREVIO A LA OBTENCION DEL TITULO DE LICENCIADA EN CIENCIAS
DE LA EDUCACION
ESPECIALIZACION: LENGUAS Y LENGUISTICA
EDUCATIONAL PROJECT
THEME:
¨INCIDENCE OF EFFECTIVE TEACHING TECHNIQUE FOR THE
DEVELOPMENT OF READING COMPREHENSION SKILLS¨
PROPOSAL:
DESIGN OF A BOOKLET WITH READING ACTIVITIES AND EXERCISES
RESEARCHER: SOLEDISPA QUIMIS MARGARITA DEL ROCÍO
PROJECT ADVISOR: MSC. RODRIGO GUERRERO SEGURA
GUAYAQUIL-ECUADOR
2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
____________________________ _________________________
MSC. SILVIA MOY-SANG CASTRO MSC. WILSON ROMERO DÁVILA
DECANA SUBDECANO
FACULTAD DE FILOSOFÍA FACULTAD DE FILOSOFÍA _______________________ _____________________ MSC.ALFONSO SANCHEZ MSC.LARRY TORRES
DIRECTOR SUBDIRECTOR
ESCUELA DE LENGUAS ESCUELA DE LENGUAS
_____________________ AB. SEBASTIAN CADENA SECRETARIO GENERAL
iii
iv
DEDICATION
This project is dedicated to my God with his divine power because it has helped
me to have a fair strength and guided me. To my parents Mateo y Amada for its
prayers. To my husband franklin Almeida and my beloved Childs for the
motivation gave every day to come to culminate successfully.
Thanks for unconditional loved y support.
MARGARITA DEL ROCIO SOLEDISPA QUIMIS
v
ACKNOWLEDGEMENT
My sincere gratitude goes to God, who helped and contributed in making this
study possible. My family especially my husband who has been my support and
counselor my children to Damaris who has been my indispensable help in this
work and my sisters and brothers.
My appreciation goes to MSc RODRIGO GUERRERO he has guided.
I also wish to thank are given million thanks my family who have supported
me in this long journey.
MARGARITA DEL ROCIO SOLEDISPA QUIMIS
vi
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS – INGLES
TITULO Y SUBTITULO: Incidence of effective teaching technique for the development of reading comprehension skills. Design of a booklet with reading activities and exercises.
AUTOR: Margarita del Rocío Soledispa Quimis
REVISOR: Lcdo. Rodrigo Guerrero Segura
INSTITUCIÓN: UNIVERSIDAD ESTATAL DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación – Escuela de Lenguas y Lingüística
CARRERA: LICENCIATURA EN LENGUA INGLESA Y LINGÜÍSTICA
FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 159
ÁREAS TEMÁTICAS: EDUCACION
PALABRAS CLAVE: skills, technique, teaching and reading.
RESUMEN: The study was carried out with the purpose of examining the incidences of effective teaching techniques for the development of reading comprehension skills in the city of Guayaquil. To consults on the relationship of teaching techniques with the development of reading comprehension skills, the lack of knowledge of effective teaching techniques by teachers is was. The teaching practice is characterized by using traditional methods to the evidenced it was proposed to contribute with the improvements as aid to the process teaching language learning. Then the students were involved in the verified study a survey was used with questions related to reading comprehension to collect data. The same ones that were examined by descriptive statistics to establish the frequency of teaching technique employed by the students revealed significant differences between the students and there was a positive affinity in the reading comprehension. N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI
CONTACTO CON AUTOR: Margarita del Rocío Soledispa Quimis
Teléfono: Email: 0986032616 [email protected]
CONTACTO EN LA INSTITUCION: Nombre: Msc. Alfonso Sánchez– Director de Lenguas
Teléfono: 0980055832
E-mail: [email protected]
vii
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS – INGLES
TITULO Y SUBTITULO: Incidence of effective teaching technique for the development of reading comprehension skills. Design of a booklet with reading activities and exercises.
AUTOR: Margarita del Rocío Soledispa Quimis
REVISOR: Lcdo. Rodrigo Guerrero Segura
INSTITUCIÓN: UNIVERSIDAD ESTATAL DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación – Escuela de Lenguas y Lingüística
CARRERA: LICENCIATURA EN LENGUA INGLESA Y LINGÜÍSTICA
FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 159
ÁREAS TEMÁTICAS: EDUCACION
PALABRAS CLAVE: skills, technique, teaching and reading.
RESUMEN: El estudio fue ejecutado con la propósito de examinar las incidencias de las
técnicas efectivas de enseñanza para el desarrollo de las destrezas de la comprensión
lectora en la ciudad de Guayaquil. Se consultó sobre la relación de enseñanzas de
técnicas con el desarrollo de las destrezas lectoras, Se evidencio el desconocimiento
de las técnicas efectivas de enseñanza por parte de los docentes. La práctica docente
se caracteriza por usar métodos tradicionales ante lo evidenciado se propuso contribuir
con las mejoras como ayuda al proceso enseñanza aprendizaje del idioma. Luego los
estudiantes fueron participes en el estudio verificado se usó una encuesta con
preguntas relacionadas con la comprensión lectora para recolectar datos. Los mismos
que se examinaron mediante estadísticas descriptivas para establecer la frecuencia de
técnica de enseñanza empleada por los alumnos se revelo diferencias significativas
entre los estudiantes y hubo una afinidad positiva en la comprensión lectora.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI
CONTACTO CON AUTOR: Margarita del Rocío Soledispa Quimis
Teléfono: Email: 0986032616 [email protected]
CONTACTO EN LA INSTITUCION: Nombre: Msc. Alfonso Sánchez– Director de Lenguas
Teléfono: 0980055832
E-mail: [email protected]
viii
Universidad De Guayaquil
Facultad De Filosofía Letras Y Ciencias De La Educación
Carrera De Lenguas Y Lingüística
Modalidad Semi - Presencial
THEME: Incidence of effective teaching technique for the development of reading
comprehension skills in the students 8th grade, at Unidad Educative Maria
Mercedes Cleòfe Silva Carrion.
PROPOSAL: Design of a booklet with reading activities an exercises.
RESEARCH: Soledispa Quimis Margarita del Rocío
TUTOR: LCDO. RODRIGO GUERRERO SEGURA
ABSTRACT
The study was carried out with the purpose of examining the incidences of
effective teaching techniques for the development of reading comprehension
skills in the city of Guayaquil. To consults on the relationship of teaching
techniques with the development of reading comprehension skills, the lack of
knowledge of effective teaching techniques by teachers is was. The teaching
practice is characterized by using traditional methods to the evidenced it was
proposed to contribute with the improvements as aid to the process teaching
language learning. Then the students were involved in the verified study a survey
was used with questions related to reading comprehension to collect data. The
same ones that were examined by descriptive statistics to establish the frequency
of teaching technique employed by the students revealed significant differences
between the students and there was a positive affinity in the reading
comprehension.
Universidad De Guayaquil Facultad De Filosofía Letras Y Ciencias De La Educación
Modalidad Semi - Presencial Carrera De Lenguas Y Lingüística
THEME: Incidencia de las técnicas efectivas lectoras de enseñanza para el
desarrollo de las destrezas de la comprensión lectora en los estudiantes de 8vo
grado, en la Unidad Educativa María Mercedes Cleòfe Silva Carrión.
PROPOSAL: Diseño de un folleto con actividades y ejercicios de lectura.
RESEARCH: Soledispa Quimis Margarita del Rocío
TUTOR: Master. RODRIGO GUERRERO SEGURA
RESUMEN
El estudio fue ejecutado con el propósito de examinar las incidencias de las
técnicas efectivas de enseñanza para el desarrollo de las destrezas de la
comprensión lectora en la ciudad de Guayaquil. Se consultó sobre la relación de
enseñanzas de técnicas con el desarrollo de las destrezas lectoras, Se evidencio
el desconocimiento de las técnicas efectivas de enseñanza ante lo evidenciado
se propuso contribuir por parte de los docentes. La práctica docente se
caracteriza por usar métodos tradicionales con las mejoras como ayuda al
proceso enseñanza aprendizaje del idioma. Luego los estudiantes fueron
participes en el estudio verificado se usó una encuesta con preguntas
relacionadas con la comprensión lectora para recolectar datos. Los mismos que
se examinaron mediante estadísticas descriptivas para establecer la frecuencia
de técnica de enseñanza empleada por los alumnos se revelo diferencias
significativas entre los estudiantes y hubo una afinidad positiva en la
comprensión lectora.
ix
TABLE OF CONTENTS
CONTENTS
COVER i
PAGE OF DIRECTIVES ii
TUTOR´S REPORT iii
DEDICATION iv
ACKNOWLEDGEMENT v
SENESCYT REPOSITORY PAGE -ENGLISH vi
SENESCYT REPOSITORY PAGE - SPANISH vii
ABSTRACT viii
TABLE OF CONTENTS ix
INDEX OF CHARTS xii
INDEX OF GRAPHICS xiii
INTRODUCTION 1
CHAPTER I
THE PROBLEM
Context of the research 4
Conflict- Situation 5
Scientific fact 5
Causes 6
Problem Statement 6
Objectives of the investigation 6
General objective 6
Specific objectives 7
Questions of investigation 7
Justification and importance 8
x
CHAPTER II
THE THEORETICAL FRAMEWORK
Backgrounds 9
Reading Comprehension 10
Characteristics of Reading Comprehension 11
Importance of Reading Comprehension 15
Reading Comprehension Strategies 16
Components of Reading 18
Teaching Technique 20
Influence and Importance 21
Teaching Techniques Process 21
Steps of Teaching Techniques 23
Epistemological Foundation 25
Pedagogical Foundation 26
Sociological Foundation 28
Psychological Foundation 30
Legal Foundation 31
CHAPTER III
METHODOLOGY
Modality of the investigation 34
Types of the investigation 34
Descriptive Research 35
Quantitative Research 35
Qualitative Research 36
xi
Field Research 36
Explanatory Research 37
Bibliographic Research 37
Population 38
Operationalization of Variables 42
Methods for the Investigation 43
Techniques for the Investigation 45
Interview to the Principal 48
Survey to the English Teacher 50
Total result of the surveys 52
Analysis and interpretation of the results 53
Chi-square 64
Conclusions 65
Recommendations 65
CHAPTER IV
THE PROPOSAL
Antecedents 66
Justification 67
General Objectives 67
Theoretical Aspects 68
Pedagogical Aspect 68
Sociological Aspect 69
Psychological Aspect 70
Legal 72
Feasibility 73
Technical 73
Importance 74
Description of the proposal 75
Validation of the Proposal 76
Social Impact and Beneficiaries 76
Conclusion 77
Recommendations 77
Bibliography 79
xii
INDEX OF CHARTS
Nº CHARTS Page
CHART Nº 1 Population 38
CHART Nº 2 Sample 39
CHART Nº 3 You like to develop the reading comprehension skills. 53
CHART Nº4 You like to learn new techniques to improve your reading comprehension. 54 CHART Nº 5 Readings will be easy to understand if new words are introduced first. 55 CHART Nº 6 Readings require the use of different procedures and techniques. 56
CHART Nº 7 You like to understand when you read in English. 57
CHART Nº8 You like to study a technique to read. 58 CHART Nº 9 You like to read correctly. 59
CHART Nº 10 You have problems to pronounce when you read in English. 60 CHART Nº11 The use of additional didactic resources
will increase participation in class. 61
CHART N º 12 A booklets with new activities and exercises will motivate you to read more in English. 62
xiii
INDEX OF GRAPHICS
Nº GRAPHICS Page
CHART Nº 1 Population 28
CHART Nº 2 Sample 29
CHART Nº 3 You like to develop the reading comprehension skills. 53
CHART Nº4 You like to learn new techniques to improve your reading comprehension. 54
CHART Nº 5 Readings will be easy to understand if new words are introduced first. 55
CHART Nº 6 Readings require the use of different procedures and techniques. 56
CHART Nº 7 You like to understand when you read in English. 57 CHART Nº8 You like to study a technique to read. 58 CHART Nº 9 You like to read correctly. 59
CHART Nº 10 You have problems to pronounce when you read in English. 60 CHART Nº11 The use of additional didactic resources
will increase participation in class. 61
CHART N º 12 A booklets with new activities and exercises will motivate you to read more in English. 62
1
INTRODUCTION
The inclination for teaching and learning English is increasing in our
country whose main center is how to teach because it is very important
today, and it is necessary to current generations to learn this language. the
effective techniques of teaching are of great importance because they are
going to be theorists and applied step by step so that motivate students to
develop the skills and ease of understand and comprehend the readings,
and are more interesting that emphasize attitudes and skills to learn
through the cognitive system.
Teachers apply a variety of strategies and steps in a communicative
way to improve the development of skills in the readings and activities
shown with criteria to improve the reading acquisition processes.
The argument will enrich and innovate new proposal in a valuable
way. In this plan is going to carry out a very extensive investigation to
establish whether the effective techniques of teaching help to the
development of the dexterity of the reading comprehension in the
acquisition of knowledge. Finally, to form the future pupils takes as a basic
target to be able to transform attitudes, style and professional
commitments with the education
.
2
The four chapters are detailed as follows:
CHAPTER ONE Context Of The Problem, Conflict Situation, Scientific
Fact, Causes, Formulation Of The Problem, Variables, Objectives,
Questions Of The Research, Justification.
CHAPTER TWO The Theoretical Framework, Backgrounds, Reading
Comprehension, Definition, Characteristics Of Reading Comprehension,
Analysis, Coherence, Creativity, Synthesis, Concentration, Clarity,
Incidence, Identify Words, Constructing, Importance Of Reading
Comprehension, Reader, Text, Reading Comprehension Strategies,
Previewing And Predicting, Activity Prior Knowledge, Mental Imaging, Self-
Questioning, Components Of Reading, Comprehension, Retention,
Decoding, Teaching Technique, Definition, Influence And Importance,
Teaching Techniques Process, Survey, Question, Read, Recite, Review
,Steps Of Teaching Techniques, Skimming, Scanning, Decoding,
Epistemological Foundation, Pedagogical Foundation, Sociological
Foundation, Psychological Foundation, Legal Foundation.
3
CHAPTER THREE Design of the Investigation, Types, and Descriptive,
Explanatory, Qualitative And Quantitative Research. Population And
Sample, Variable Matrix, Methods Of Investigation, The Scientific,
Statistical, Observation, Techniques And Instruments, Surveys And
Interviews, Questionnaire, Interview To Director And Teacher, Survey To
Students, Analysis And Interpretation Of The Results, Conclusions and
Recommendations.
CHAPTER FOUR Proposal, Justification, Objectives, Theoretical Aspects,
Feasibility, Description, Importance, Conclusions. Annexes, Documents,
Interviews and Surveys, Photos, the Proposal.
APPENDIXES
Appendix 1: Documents
Appendix 2: Surveys and interviews
Appendix 3: Photos
Appendix 4: The proposal
4
CHARTER I
THE PROBLEM
CONTEXT OF THE RESEARCH
The research topic was developed according to the effective
teaching techniques for the development of reading comprehension skill of
students 8th grade at school de education basic fiscal Maria Mercedes
Cleofe Silva Carrion. Where it is projected to give way to the difficulty that
has emerged from years in the learners due to the primary precedents
produced in the students by the deficient teaching of effective techniques
transmitted by the teachers.
Through this thesis and with the Design a booklet with reading
activities and exercises we can motivate students to overcome this
difficulty as they require an effective training for the development of
reading comprehension skills to be appropriate in the advancement of the
existence and in the society.
According to the need of the school is located in the northwest of
the city of Guayaquil in the parish of Tarqui, with a teaching personnel of
15 persons at Unidad Educative Maria Mercedes Cleofe Silva Carrion and
there are 700 students. Their authorities are the principal Master Manuel
Garcia Quinto, English Area graduate Gustavo Arauz. It is important to
mention that there are only 1 English tutor in the morning and other one in
the afternoon consequently it is little difficult to work with this whole
5
number of learners with only one who teach effective techniques. Then, it
is important to help them with the booklet on the present project.
CONFLICT – SITUATION
The problem that occurs in 8th grade basic education students who do
not have enough teaching and updating of effective techniques English
language, which manifested themselves in not having an expressive agility
and a good reading of the language.
It is therefore important to emphasize that the educational process is
not repetitive in the classroom, as they are not carried out practices that
help to change the teaching of foreign language. This institution does not
have the necessary resources, such as laboratory with equipment of;
projector, computers, texts and other tools to help the student.
All these reasons have defined that the development of reading
comprehension skill in the learners is very deficient and limited by the few
participation of the same in which we can appreciate the little interest in
reading, therefore we can determine a quick solution through the design of
a booklet with exercises and reading activities that generates reflection
and interest in reading comprehension as it is indispensable to improve
your Knowledge of a practiced and active form.
SCIENTIFIC FACT
Deficiency of the development of reading comprehension skills of
students 8th grade at school Education basic fiscal Maria Mercedes Cleofe
Silva Carrion school year 2016- 2017.
For this reason it is important to improve the students learning
regarding the English language with teachers trained with current
techniques according to the students' needs so that they can develop the
6
written expression and that in the educational institutions improve and
leave aside the traditionalist method By means of formative contents to
strengthen the communication between students and teacher.
CAUSES
Inappropriate teaching technique in the classroom due to traditional
methodology.
Deficiency of reading comprehension skills due to limited use of
vocabulary.
Inadequate use didactic resources due to present the new reading.
PROBLEM STATEMENT
¿How do the use of effective teaching techniques affect the
development of reading comprehension skill in the students of 8th grade at
Unidad Educative fiscal Maria Mercedes Cleofe Silva Carrion Area 09
district 8, province of Guayas, Guayaquil Canton, Parish Tarqui, school
year 2016-2017?
OBJECTIVES OF THE INVESTIGATION
GENERAL OBJECTIVE
To analyze the incidence of the effective teaching techniques for the
development of reading comprehension skill through a bibliographic study
and surveys in order to design a booklet with reading activities and
exercises.
7
SPECIFIC OBJECTIVES
To determine the influence of effective teaching techniques through
a bibliographic study.
To diagnose the level the reading comprehension skill through a
diagnostic test and a statistical analysis.
To select the most important aspect of the investigation to elaborate
the booklet by means of a bibliographical study.
QUESTIONS OF THE INVESTIGATION
What effective teaching techniques could we apply to increase the
level of English language learning?
What are the advantages of having an applicable material for
teaching a foreign language at Unidad Educative Maria Mercedes
Cleofe Silva Carrion?
How would students improve English language learning by using
effective teaching techniques?
What is the current situation of the development of the
comprehension of the reading skills?
What are the theoretical references that support the development
of the comprehension of the reading skills?
What would be the characteristics of the booklet with activities and
reading exercises?
8
JUSTIFICATION AND IMPORTANCE
Reading is essential to the human being, Students intend to read but
cannot interpret the texts; but through effective teaching techniques, for
the development of reading comprehension skills, learning for the
development of these skills will be encouraged.
However it is project will benefit the educational community it will be
of great help for teachers in their class who improve school performance
through a booklet with exercises and reading activities.
In this new proposal implies leaving behind these decontextualized
reality to give a new step to the new teaching of effective techniques in
which students have the opportunity to learn and understand and enjoy
teaching learning. Therefore the teacher must be prepared to attend to the
diversities of the students within the classroom allowing the development
of the potential of each one of them.
Due to the analysis made in our country it is more frequent and
primordial to learn the English Language as a second language since in
our country the demand is forced so that in the educational institutions the
teaching is guaranteed in order to obtain a better level of learning.
Nowadays. This project is either marked by the Ecuadorian
Constitution which mentions in the article343 the elasticity and energy of
the education system this system is inclusive .The project is based on the
regulation of the national Plan of Good living which establishes in article
343 that the "National system of education will have as purpose the
development of individual and collective capacities and potentialities of the
population that enable the learning and the generation and use of
knowledge, techniques, knowledge, arts and culture.”(p.59)
9
CHARTER II
THEORETICAL FRAMEWORK
BACKGROUNDS
This theoretical framework is developed according to the study that
is being given in an exhaustive way to the educational center according to
the failing of teaching techniques has been presented in the periods
passed. It was possible to verify in the School of language and linguistics
the existence of diverse topics that refer to the great flaw that it is emerged
within the pedagogy.
The theoretical framework applied to guide the research process
may be a theory or a set of theories or specific perceptions of those
theories. (Llahana, 2005, pág. 12)
It is usually detailed in enough depth that the reader can
understand the content for the existing study. (Bartlett, 2011, pág. 143)
10
READING COMPREHENSION
Definition
Reading comprehension is the ability to capture what is read, both
in reference to the exposed of the words that compose a text, as in relation
to the global comprehension of the text itself. An individual ability to
comprehend text is influenced by their traits and skills, one of which is the
ability to make inferences. If word recognition is difficult, students use too
much of their processing capacity to read individual words, which
interferes with their ability to comprehend what is read.
Reading comprehension have been elementary for describing how
representations of the text are constructed through a series of iterative
cognitive processes that serve to preserve the precise and global
coherence. (Santi, 2015 , p. 2)
But one of the most significant content is the difference between the
reading comprehensions a word recognition. The reading
comprehension test typically consist of text reading and multiple choice
questions about reading text tests. (Swanson, 2013, pág. 186)
11
CHARACTERISTICS OF READING COMPREHENSION
To give a correct comprehension of a text it is necessary that the
reader analyzes the need for attention of the following characteristics: to
construct meanings while reading, that is to say that the reader must
interpret each paragraph of the text and give its own Interpretation. For the
child to understand the reading must generate a mental representation of
the text referent. That is, to produce a scenario or mental model of a real
or hypothetical world in which the text receives sense.
Reading comprehension is not only influenced by story schema and
other characteristics of individual readers, but also by
characteristics of the text being read, including it is structure,
content, and vocabulary, structural elements include the story
grammar, which is the set of elements that constitute a story as well
as the rules that relate those elements. Experts have described a
number of different story grammar. (Harcourt, 2010, pág. 42)
Analysis
It is important to have an interaction between the reader and the
text, you must read to guide the reading and understand what is read and
this leads to a deep reflection to obtain the previous results. Subsequently,
disagree often in the field of reading and is to conceive the operation
psychic human, we must teach to read to understand the concept of
reading comprehension in an interactive manner and approximate
between the text and the reader. Then, at the moment it is of vital
importance for the students of 8th grade because it is one of the
components of the mental process when they perform a reading of word
after word.
12
The combination of the analysis of the texts with the analysis of
students behaviors gave me to see the subjects reading not only as
a practice of problem solving, but also as an intentional construction
of the stipulated, affirmed in the given indications by the texts
(Kusiak, 2009, pág. 94)
Coherence
Coherence is the necessary connection that must exist between the
ideas that the text presents in order to develop the subject that is being
presented in the class through the educator towards the students where
they put in practice the analyzed.
Coherence is refuted within the psychological sentence, but
knowing the casual efficacy of because it can facilitate his
comprehension. Coherence considers seems to be a crucial
element in text comprehension. Contrastive studies show qualitative
discrepancies between how readers develop text coherence.
(Kusiak, 2013, pág. 36)
Creativity
The teaching process must be imaginative to become a model,
putting into practice the development of creative thinking to transform it
into educational practice through students to achieve a high level of
development of their Capacities.
13
It is related to language skills. To maintain creativity, it is substantial
to cultivate good reading habits and reading comprehension skill in
children. Teacher will select books that are at a child reading level
so that he or she can build mental representations. (Perleth, 2015,
pág. 114)
Synthesis
Synthesis is to extract the main or central idea of a text with its own
words and it all depends on what he has read so that we can understand
and personalize it in addition to applying the underline.
Advocates the use of the fabled collection and notification literature
to teach synthesis. She explains, when choosing texts for the
purpose of synthesizing ideas and information, educators can
provide students with diligently preferred text sets at various reading
levels, in various genres, and in a variety of formats, including
websites and other technological sources. (Teger, 2012, pág. 79)
Concentration
Due to the big problem that we have visualized with regard to the
development of the reading comprehension it is few concentration in the
boys .It is type of aggressive reading will engage to help the student
concentrate on what has been read.
Another way is to use your imagination and create mental
impressions about what you are reading. Above all, don not let your
mind wander you must learn to concentrate only on what you are
reading. (Lombardo, 2001, pág. 81)
14
Clarity
Improve reading tells us the general goal, but improve reading
comprehension provides a greater level of clarity and understanding.
Improve skills in drawing inferences from text or making connections
between the text and one life experience is even more instructive about
the area of need. (Teger, 2012, pág. 79)
Incidence
The incidence is what happens in the course of an issue has
strength by implication for some reason. They can occur in various
contexts and situations. (Serra, 2004, p. 10)
Identify Words
The teacher can build from this sound play by leading children to
identify and then produce words with the similar initial sounds. (cullata,
2012, p. 130)
In order to comprehend text, a reader must be intelligent to identify
words speedily, know the meaning almost all of the words, and be
talented to association consecutive units of significance into a
coherent message (Westwood, 2008, p. 30)
15
Constructing
Cooperative reasoning is an approach for conversation in any
content area that is projected to stimulate critical thinking. After reading a
variety, the teacher postures a central question that is articulated so
students take a position for or beside the question.
Student discuss the question and must defend the position they
take in this manner, students collaboratively construct arguments
through a complex network of reasoning and through shared
evidence. (fleener, 2012, p. 94)
IMPORTANCE OF READING COMPREHENSION
The importance of reading comprehension is, between the reader
and the text constitutes an interaction; from this point of view,
comprehension is forged as a process in which the reader manages the
keys provided, adequate knowledge or previous experiences to deduce
the meaning that it plans to inform.
Reading comprehension is considered to be the concrete function
of procedure and cognitive strategies in a more habitual way. This
change in the concept of reading comprehension must be attributed
to the progress that, in recent years, has exercised the study of
cognitive skills. (Perez, 2005, p. 122)
16
Reader
Through the Eyes: consists of the information from the text. The
information is not visual or behind the eyes: which consists in the body of
knowledge of the reader. Thus, on the basis of the information of the text
and its own knowledge the reader will construct the meaning in a process.
Text
The election of a few suitable texts is a fundamental element in the
process of acquisition and development of the reading competition that we
must not spend for high. It is essential that the school does not adhere to
one or two types of texts; there are the acquired strategies those that they
have to help us to face the different types of text which we face.
READING COMPREHENSION STRATEGIES
Comprehension is manifested in the practices that can be: the
explanation what the student explains in his or her own words;
Exemplifying showing how to apply something in daily life about the
argument in question; Application use the information achieved to explain
a phenomenon not yet studied; Justification to give evidence; Comparison
and contrast refer the information to another similar or differentiate it;
Contextualization see the relation of the studied with something more
extensive; Generalization to be competent to make generalizations from
the inquiry achieved.
17
Reading comprehension strategies may include using connections,
asking questions, and identifying the importance of comprehension.
Struggling readers can use comprehension strategies to understand
the texts they are reading (Bolos, 2012, p. 17)
Previewing and Predicting
It is when we formulate hypotheses and make predictions about the
text (how will it be?; how will continue?; what will be the end?) The answer
to these question are found as we read.
Helps readers get the most out of a story by setting the stage,
engaging their interest, and focusing their thoughts (Scraper, 2006, p. 7).
Activating Prior Knowledge
Prior knowledge is one of the most important components of
reading comprehension, and can be referred to as all the experiences
learners may have acquired before the learning experiences.
The logical place to activate prior knowledge is at the first part of
any lesson, although activating prior knowledge may be used to enhance
whenever a new topic or concept is introduced (Gregory, 2006, p. 42).
Mental Imaging
As was the case with native speakers, nonnative speakers was
asked to generate write sentences using the idioms figuratively both prior
to and following the imaging session. At the beginning of the session, they
were told that thy would be presented with the idiomatic phrases they had
been given two weeks earlier and that they were to fro a mental image
based on the literal meaning of that phrase.
18
Self-Questioning
Is the ongoing process of the reader asking questions before,
during, and after reading to understand text the questions era based on
clues that are found in the text and are generated to spark curiosity that
focuses the reader attention on investigating, understanding, and
connecting to the text (E.Obiakor, 2009, p. 134)
COMPONENTS OF READING
In reading comprehension, there are some elements that cannot be
separated. Sentence structure or grammar and vocabulary are two main
components which have significant impact to improve reading ability.
When students are able to recognize the words meaning, they are able to
comprehend what they read. It is like two aspects which cannot be
separated for students in comprehending what they want to read.
Meanwhile, when students do not know the words meaning of the text,
they definitely cannot understand what they read.
Comprehension
As comprehension involves the interaction of a wide range of
cognitive kills and processes there are many occasion where difficulties
arise that may lead to comprehension failure.
Comprehension by definition is an act of trying to acquire the ideas
being conveyed or transmitted by the writer (manzo, 2005, p. 274).
19
The commonalities argued for in the simple view suggest that
instruction facilitating linguistic comprehension should likewise facilitate
reading comprehension, and indeed, a number of studies indicate that
improvements in listening comprehension lead to improvements in reading
comprehension (thompson, 2005, p. 15).
Retention
The retention is to retain something in the memory ;but the memory
and retention should not be confused with the memorization ,because this
is a process of mechanical type, useful for other matters, but not for
understanding. Students should use the retention of the readings or
vocabularies exercised in class.
Decoding
Students who read badly have difficulty understanding why their
decoding skills are insufficient. The cognitive resources are restricted, bad
decoders do not know the meaning of the words they read because they
do not have the capacity to process and store it, so they lose the
sequence of the text and do not capture the general sense of this.
The difficulty in acquiring decoding skill is that a natural strategy
based on selective association, while initially successful in linking the
printed and spoken word, has limited utility. (thompson, 2005, p. 14)
20
TEACHING TECHNIQUES
Definition
Teaching is the transmission of knowledge of the teacher towards
the student, through various means and techniques. Then can say that
teaching is an interactive work in conjunction with the students in which it
is made compartments of ideas or conversations in order to be able to
learn from each other and acquire knowledge in the surrounding
environment either in educational or social level.
Teaching is usually defined as telling or explaining ideas to others;
however, the term can also mean that, through teaching, a person has
influenced the life of another person in some meaningful way.
(Brownsberger, 2010, pág. 3)
Technique
The techniques are fundamental strategies within the educational
process that facilitate the teaching and learning of students within the
classroom starting from the constructivist perspective. We could say that
the techniques are a set of procedures and resources that are acquired or
learned, serve to catalog the information, facilitate their performance and
thus achieve the required results
It is valid processes that are in place in an active manner, favoring
the reflection of each student. It consists of a way of encouragement that
is shared in the classroom. (Saito, 2012, pág. 37)
21
INFLUENCE AND IMPORTANCE
You could say that is a particular trick, procedure to accomplish an
immediate objective through a shared style. It is an implementation of
interaction, development of initiatives oriented to change and improvement
that which actually takes place in a classroom.
The technique of teaching is vital but at the similar time we must
say that material is not of less significance. The achievement of
teaching- learning charges upon the technique as well as the
select of Materia (Elizabeth, 2010, pág. 59)
TEACHING TECHNIQUES PROCESS
Through these teaching techniques, we encourage students to
actively and motivationally learn to read in order to express their opinions
and skills.
Fundamentally, a teaching technique is a system considered to
achieve efficacy and efficiency in the teaching process. It may be
reflected as a kind of connection that joins theory with practice. One
of the most effective supports to comprehension ever developed is
the SQ3R technique. It was not recognized as a metacognitive
procedure (metacognition means knowledge of cognition or
knowledge of thought processes) (Stockard, 2006, p. 141)
22
Survey
In this step, the student gather the information necessary to focus
and formulate goals. Ask yourself the question, ¨what is this reading
about? try to make predictions about the content, write your prediction
down as a reminder as you read. Read the title. This helps you mind
prepare to receive the subject matter. Notice each boldface heading and
subheading to organize your mind before you begin to read and build a
structure for thoughts and details to come. Read captions for the pictures
and graphs
Question
Each heading is revolved into a question. For example in a social
studies book a heading says: vasco da Gama sail to India in this page of
SQ3R, this change to, when did vasco da Gama sail to India? Or why did
vasco da Gama sail to India? When studies first use technique, you should
help them develop questions. One way is to develop a list of common
beginnings for questions such as, when did, why are, why did, and why is.
Read
Students read down to the next boldface heading to find the answer
to the question.
Recite
After the Reading the student looks up from the book and tries to
answer the question. When student are first learning this technique, this
can be prepared orally as a class system. After they have had a chance to
practice, they should recite silently to themselves. If a student cannot
answer a question, he or she should read the material under that boldface
heading again.
23
Review
After the entire chapter has been read, student go back and read
only the questions derived from the boldface headings and see is they can
answer them. If any questions cannot be answered, they would read the
material under that question again.
TYPES OF READING TECHNIQUES
The types of reading techniques used as an axis that are adopted
along the curriculum are a group of people where self-learning is
strengthened collaboratively.
The focus should be on the techniques, which will help the student deal
independently with any text in his subject area, by teaching him different
ways of approaching a text. (Raman, 2005, pág. 47)
Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between
concepts in a text or using diagrams. Graphic organizers are known by
different names, such as maps, webs, graphs, charts, frames, or clusters.
Help students focus on the text structure "the differences between fiction
and nonfiction" as they read. It gives students the tools they can use to
examine and show relationships in a text. Help students write well-
organized summaries of a text.
24
Skimming
Means reading part of a text, such as the title, sub-headings and
the first sentences in paragraphs, to understand its purpose, its
organization and the main ideas. You can reach a speed count of even
700 words per minute if you train yourself well in this particular method.
Comprehension is of course very low and understanding of overall content
very superficial.
Scanning
Means looking quickly through a text for specific information.
Scanning involves getting your eyes to quickly scuttle across sentence and
is used to get just a simple piece of information. Interestingly, research has
concluded that reading off a computer screen actually inhibits the
pathways to effective scanning and thus, reading of paper is far more
conducive to speedy comprehension of texts
Decoding
Decoding is the process of translating print into speech by rapidly
matching a letter or combination of letters (graphemes) to their sounds
(phonemes) and recognizing the patterns that make syllables and words.
For children who enter with high decoding skills, the type of instruction in
the classroom does not matter with respect to their growth in decoding
skills. Children who enter with a low degree in vocabulary knowledge
learned more about Reading words in the classroom where the teacher
taught vocabulary, read aloud, did choral readings, monitored students
who entered with high vocabulary increased their word recognition skills in
the classrooms and those who read wrote more on their own.
25
EPISTEMOLOGICAL FOUNDATION
Epistemology is taken as a philosophical function, being a general
explanation of the practice of scientific knowledge; And as a critical
function as the explanation of the analysis with which each particular
science comes. That reality is understood and explained simultaneously
from all possible perspectives; and if we focus on a strategy this should be
studied in a complex and global way, because dividing it into small parts to
facilitate its study, is limited the field of knowledge action. Both the reality
and the thought and the knowledge are complex and because of this, it is
necessary to use the complexity to understand the world. Thus, the study
of a phenomenon can be made from the dependence of two 12
perspectives: holistic (refers to a study from the whole or all multiple) and
reductionist (to a study from the parties).
The work of the teacher plays a key role in the teaching of effective
techniques, it is the one who must correctly orient so that each child
carries out this activity with the appropriate use of the expression to
develop the skills of the reading comprehension and to contribute to the
formation of the students and to project them to the society with
expressive capacities and competencies.
In the teaching of effective English techniques in this section is
intended to contribute in relation to the epistemological reference that
bases the teaching of effective English techniques.
Assuming the social nature of knowledge and language, the
processes of acquiring a second language as a social activity could be
explained. However, the different approaches in teaching and learning are
poured into a torrent of controversies that generate unknowns, such as: Is
26
there a critical period for the learning of a second language? And are there
differences between the learning of a first and second language? In this
regard Bley-Vroman (2010) establishes that students have general skills
for language acquisition as long as there is an appropriate environment for
its part, White (2005) indicates 188 Journal Education 29 (2), 181-195,
ISSN: 0379-7082, 2005 that when you learn a second language the
student has to adjust the parameters set by their first language. Cognitive
principles include: automaticity: Through this form of learning, the
individual learns the language subconsciously, through an inductive
process, and without thinking about it
It is something similar to what McLaughlin called "automatic
process with peripheral attention to language forms" (McLaughlin: 1990).
Meaningful learning: This type of learning "dips" new information under
existing structures and memory systems, to create association links for
better retention of learning. This form of learning is strongly supported by
the cognitive Theories of Ausubel (2005). Meaningful learning of students
depends largely on prior knowledge. Prior knowledge represents the
experiences gained through educational activities that include content,
subject matter, thinking and language skills.
PEDAGOGICAL FOUNDATION
In this section is presented the way in which the definition of the
conception of the pedagogy and the evolution of this one throughout the
history and its relation with the possibility of being a science was built.
Sometimes, when taught without a specific theoretical approach, it is
possible to pass through the different moments of the progress of the
pedagogy as science, without being aware of it the pedagogy, therefore,
has as object of study to the education of the Man in the Society, it
27
concentrates its attention, in the study of education as the process as a
whole, organized as the activity of the pedagogues and learners, of those
who teach and those who are learning, studies the purposes, the content,
the means and methods of the activity And the character of the changes
that man suffers in the course of education.
The "Science of Education" is presented, in its diverse perspectives,
as the most effective antidote against the veracity of the speculative
pedagogy and against the inefficacy of naive, intuitive and spontaneous
educational practices. That is to say, the sciences of education are the
way to the science of "common sense" on the pedagogical conception.
According to this definition, education presents, or must present,
certain elements such as processual (a process throughout life). This
educational process.
Education is provided by parents, teachers, public standards, the
media, (formal education given through the corresponding educational
system; and informal, through all the facts of everyday life). This
educational process attempts (or should procure) the maximum physical,
psychic (intellectual, emotional, affective) and social development of the
person, equally must seek the knowledge and acceptance of himself.
Implies from a maximum directivity from the first year of life of the boy or
girl until the total freedom when the educating reaches the age of the
youth and adulthood. It must from a maximum heteroeducación to a
maximum auto education.
As well as the management itself to achieve the maximum
development of the personality, as well as the capacity and reality to
incorporate with the highest guarantees and the best cooperation to the
28
communitarian adult life. Likewise, the educational process must facilitate
the decision-making capacity in a conscious and responsible way, for this
reason, education should not only seek to improve the educated person,
but also that of all its natural and social environment. (Tunney, 2014, pág.
61)
SOCIOLOGICAL FOUNDATION
In teaching effective English techniques based on the premise that
language is communication, communication is oral expression and written
expression; both of us allow human development as a biopsychosocial
unit; to say, through language the human being develops the emotional,
intellectual and social dimension. Learning is an interaction that gives
importance to the sociocultural environment and language constitutes the
main form of measurement, as it ensures the participation of individuals in
the processes of society and history.
In this sense, the communicative and functional approach of
teaching English demands educational processes that allow the use of
language in both oral and written form. The main objective of teaching
effective English as a foreign language must be the development of the
student's communicative competency. That is to say, through courses of
oral and written expression, the student learns to use the language, in the
sense of producing and comprehending oral and written texts attending
the correct articulation of the words and their ordering in sentences and
sentences.
Learning English as a foreign language means efficiency in social
performance as an issuer, as the speaker will be able to plan his or her
own speech, both orally and in writing, and as a recipient, capture the
characteristics of the productions Linguistics of the other speakers.
29
Sociological foundations are consistent with the linguistic principles which
focus on how the person is confronted with the linguistic systems.
Among the most important linguistic principles to consider are:
The effect of the mother tongue: The mother tongue is a determining factor
in the process of acquiring the second language. This effect acts in two
ways: on the one hand, it interferes in the process, since some of the
mistakes that the new speaker of the language commits are because it
assumes that the second language operates like its own language. On the
other hand, it acts as a facilitator as the apprentice of the Second
language has a scheme that allows him to develop skills and skills from
the previous knowledge in the oral and written communication.
Sauvignon; 2005:275). This approach highlights the linguistic
variation caused by social and cultural factors, broadening the notion of
competence to the communicative process. The reference framework for
linguistic activity is not only a particular language but a community in
context. From this perspective, the concept of communicative task is
based on the idea that a grammar is not internalized on its structure; but,
unconsciously, as a result of an internal process the need for
communication is created by the very structure of the task that the student
must solve. The student concentrates on the solution of the task and
"forgets" that is in foreign language class and, consequently, learns
distractedly, unconsciously, playing, thinking and/or creating. Thus, the
fundamental element of the task is the existence of a process of reasoning
whose basis of learning is the work experience, the reflection, the abstract
conceptualization and the action. Leashed in wanting to solve a need for
communication.
The student learns to communicate through the interaction in the
second language, be it with the companions, the professors or the texts.
30
From the social contribution, the learning of English mainly fulfills a
communicative function. In the education of young people these aspects
are essential elements that allow to train the professionals from a real
perception of what will be the labor field, emergent character. It is about
providing students with a cultural and technocratic background in the
teaching of the English language in terms of promoting the insertion of the
citizens into a market of labor and professional competence.
PSYCHOLOGICAL FOUNDATION
In teaching effective English techniques Psychological Foundation
focuses on people's emotional processes. It takes into account the
feelings of those who learn the language in relation to themselves, in their
relationships with other members of the community of speakers, and in
relation to the emotional ties between language and culture (Brown, 2005).
Among the affective principles can be cited: the ego of the language: as
the person learns to use the second language, develops a new way of
thinking, feeling and acting, a new identity. The new "ego of the Tongue",
interwoven with the ego of its mother tongue, creates in the one who
learns the second language a sense of fragility and helplessness, as well
as the emergence of inhibitions, because its deficiencies in the new
language make them feel incapable.
(Brown, 1991). • Self-confidence: The eventual success of those
who learns a second language depends, in much, on self-confidence and
on their abilities to achieve their goal (Brown, 1996). The language-culture
connection: Whenever a language is taught, a complex system of cultural
customs, values, and ways of thinking, feelings and attitudes is also
taught. Because of the close relationship between language and culture,
31
the main aspect of this principle is based on this complex interconnection
between the two.
It is indispensable that in the design of a curriculum in the teaching
of a second language, both the cultural element and the communication
should be considered as curricular axes in the curriculum. Since the
human being appropriates his culture through language, the pedagogical
mediation that encourages university work must have a conception that
responds to the interests of society and serves as a line of action for the
educational proposal mentioned in the educational unit
LEGAL FOUNDATION
CONSTITUCIÓN DE LA REPÚBLICA DEL ECUADOR (2008)
CAPÍTULO SEGUNDO
DERECHOS DEL BUEN VIVIR AMBIENTE SANO
Art. 14.- Se reconoce el derecho de la población a vivir en un ambiente
Sano y ecológicamente equilibrado, que garantice la sostenibilidad y el
Buen vivir, Sumak Kawsay. Se declara de interés público la preservación
del ambiente, la conservación de los ecosistemas, la biodiversidad y la
integridad del patrimonio genético del país, la prevención del daño
ambiental y la recuperación de los espacios naturales degradados.
COMUNICACIÓN E INFORMACIÓN
Art. 16.- Todas las personas, en forma individual o colectiva, tienen
Derecho a:
Una comunicación libre, intercultural, incluyente, diversa y participativa, en
todos los ámbitos de la interacción social, por cualquier medio y forma, en
su propia lengua y con sus propios símbolos.
32
Art. 26.- La educación es un derecho de las personas a lo largo de su
vida y un deber ineludible e inexcusable del estado. Constituye un área
28 prioritaria de la política pública de la inversión estatal, garantía de la
Igualdad e inclusión social y condición indispensable del buen vivir.
Art. 27.- La educación se centrará en el ser humano y garantizará su
desarrollo holístico, en el marco del respeto a los derechos humanos, al
Medio ambiente sustentable y a la democracia; será participativa,
obligatoria, intercultural, democrática, incluyente y diversa, de calidad y
Calidez; impulsará la equidad de género, la justicia, la solidaridad y la paz,
estimulará el sentido crítico, el arte y la cultura física, la iniciativa individual
y comunitaria, y el desarrollo de competencias y capacidades para crear y
trabajar. La educación es indispensable para el conocimiento, el ejercicio
de los derechos y la construcción de un país soberano, y constituye un eje
estratégico para el desarrollo nacional.
Art. 343.- El sistema nacional de educación tendrá como finalidad el
Desarrollo de capacidades y potencialidades individuales y colectivas de
La población, que posibiliten el aprendizaje, y la generación y utilización
de conocimientos, técnicas, saberes, artes y cultura. El sistema tendrá
como centro al sujeto que aprende, y funcionará de manera flexible y
dinámica, incluyente, eficaz y eficiente.
El sistema nacional de educación integrará una visión intercultural acorde
con la diversidad geográfica, cultural y lingüística del país, y el respeto a
los derechos de las comunidades, pueblos y nacionalidades.
Art. 347.- Será responsabilidad del Estado: Incorporar las tecnologías de
la información y comunicación en el proceso educativo y propiciar el
enlace de la enseñanza con las actividades productivas o sociales.
33
Art. 348.- La educación pública será gratuita y el Estado la financiará de
Manera oportuna, regular y suficiente. La distribución de los recursos
destinados a la educación se regirá por criterios de equidad social,
Poblacional y territorial, entre otros.
El Estado financiará la educación especial y podrá apoyar
financieramente a la educación fisco misional, artesanal y comunitario,
siempre que cumplan con los principios de gratuidad, obligatoriedad e
igualdad de oportunidades, rindan cuentas de sus resultados educativos y
del manejo de los recursos públicos, y estén debidamente calificadas, de
acuerdo con la ley.
Las instituciones educativas que reciban financiamiento público no
tendrán fines de lucro. La falta de transferencia de recursos en las
condiciones señaladas será sancionada con la destitución de la autoridad
y de las servidoras y servidores públicos remisos de su obligación.
Art. 350.- El sistema de educación superior tiene como finalidad la
Formación académica y profesional con visión científica y humanista; la
Investigación científica y tecnológica; la innovación, promoción, desarrollo
y difusión de los saberes y las culturas; la construcción de soluciones para
los problemas del país, en relación con los objetivos del régimen de
desarrollo.
34
CHAPTER III
MODALITY OF THE INVESTIGATION The design of the research, analyzes the methodological tools to use in
the analysis of this study; it is a process planning that follows to respond
and determine the incidence of effective teaching techniques for
development of reading comprehension skill of students.
The quantitative data of this study were collected using the
questionnaire for the student, which consist of modifying it and several
additional questions.
Data from each of the survey sections were encoded according to
their responses of similar scales. In this, various aspects of the
methodology of qualitative research were used to gather information in the
natural environment of the classes.
TYPES OF INVESTIGATION
It is evident that this study groups the types of explanatory,
descriptive investigation of field whose objective is to describe the
incidence the effective teaching techniques for development of the reading
comprehension skills at student in the Unidad educative.
35
DESCRIPTIVE RESEARCH
The descriptive investigation refers to the statistical data collecting
in order to observe and to identify the behavior between two or more
variables. We will proceed to make an analysis to determine the different
characteristics of the object of our study. According to the nature of the
information that is collected to respond to the problem of the investigation.
It is encloses the design description, registration, analysis and
version of the current nature and texture or terms of phoneme. The
point of view is made on compelling terminations or on as a person,
group or thing is obeyed or acts in the present (Tamayo, 2010, pág.
46)
This type of investigation describe all the process of inquiry and
determine the factors social and environmental that affect in them effective
teaching techniques in the students.
QUANTITATIVE RESEARCH
It be based on of the study of the variables that will allow us to
obtain numerical and statistical data which are essential for the
development of this project.
Identifies numerical data and information of the educators and
students to value the dimension of difficulty and to establish
solutions on the variables of the investigation (Muijs, 2010, p. 1).
36
QUALITATIVE RESEARCH
In the study of the variables that allows data collection whose
qualities will serve as management in the elaboration of the subject in
study. It was possible to determine the qualities of the population and the
sample in study of the situations or characters.
The orientation is in the Couse, perception, and meaning; the
research: is the main element of data collection and analysis; the
procedure is inductive; and the benefit is precisely descriptive. (Tisdell,
2015, p. 15)
FIELD RESEARCH
It is based on being direct contact with the study topic, this type of
investigation is the most suitable for the securing of the information.
Surveys, interviews and direct observation will be applied to of the area of
English, Principal, students of 8 grade at school education basic fiscal
Maria Mercedes Silva Carrion.
The research of field was based in the collection of all concisely from
the subjects investigated, or the reality where they cause the facts
(primary data), without execution or control variables some the
investigator acquires the information but does not alter situations
evident. (Phidias, 2012, p. 31)
37
EXPLANATORY RESEARCH
This type of investigation is directed to discover the beginning of the
events that happen in our environment. Explanatory Investigation is to
establish the causes of the events, events or phenomena that are studied
because it aims to explain the causes or events more important and
notorious of the problem.
Explanatory research aims to clarify why and how there is
reciprocity between two aspects of a reality or phenomenon. It is when a
study is carried out in order to investigate an area where little is known or
to find out the prospects of promoting a specific exploration study. (Kumar,
2005, pág. 10)
BIBLIOGRAPHIC RESEARCH
It constitutes in the compilation of scientific information itself that it
was in public library, which was of a valuable help for the development and
culmination of the investigation.
It is based on the methodical exploration, the material rigorous and
material of the phenomena at the corporation of the relationship between
two or more variables when opting for this type of study, the researcher
used documents, collected, selects, analyzes and presents results
documentary of any class. (Palely and Martins, 2010, p. 87)
The bibliographical investigation refers to the selection of
documents that offer information of interest as records of information,
books of teaching, Internet work, leaflets and articles that will be of
absolute importance.
38
POPULATION
The population is traditionally defined to human beings that inhabit
in the national territory. The set of all the things that agree with a certain
series of requirement. Are distributed throughout the length bread of the
country involved in the different areas of the organization social, economic,
political, religious, labor and artistic.
The population, or in more precise terms of unilateral population,
is a finite set or infinite synthesis with peculiarities habitual for
which will be extend the findings of the investigation.it Is determined
by the disadvantage and the objectives of the study. (Phidias, 2012,
p. 81)
The population is the object of study and is the universe of this
dissertation will be students and the place where we gives origin to the
research data of the effective techniques teaching through the interaction
of books and improve the development of the skills of reading
comprehension where you could detect the problem raised in which is
going the population of this research is determined by 1 Authority, 2
administrative, 18 teachers and 279 students; totaling 300, detailed in the
following table.
FRAME #1
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva Carrión.
Author: Margarita Soledispa Quimis
ITEM STAFF POPULATION
1 Directive 1
2 Administrative 2
3 Teachers 18
4 Students 279
TOTAL 300
39
SAMPLE
The sample is part of the population that is extracted with the
purpose of collecting specific information about a theme of study.
The sample is a subgroup of the population of interest that is
specified or defines precisely in advance with clarity and that should be
characteristic of this (Gomez, 2006, p. 110)
The sample will be not probabilistic choosing the population through
the selection of units of analysis according to the following table.
FORMULA
F= fraction sample 𝐹 =100
300= 0.33
n= sample size
N= population
Fraction sample
0, 33 x 1 directive = 0, 33 = 0, 3
0, 33 x 2 administrative = 0, 66 = 0, 7
0, 33 x 18 teachers = 5, 94 = 6, 0
0, 33 x 279 students = 92, 07 = 93, 0
Total = 100
40
FRAME #2
STRATUM
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé
Silva
Carrión.
Author: Margarita Soledispa Quimis
ITEM STAFF POPULATION SAMPLE
1 Directive 1 0,3
2 Administrative 2 0,7
3 Teachers 18 6,0
4 Students 279 93,0
TOTAL 300 100
41
OPERALIZATION VARIABLES
INDEPENDENT VARIABLE DIMENSION INDICATORS
TE
AC
HIN
G T
EC
HN
IQU
E
TEACHING
TECHNIQUES
A technique is a particular method of
doing an activity, usually a method that
involves practical skills.
INFLUENCE
AND
IMPORTANCE
It is a particular trick, procedure to
accomplish an immediate objective.
It is an implementation-that which actually
takes place in a class room.
It must be consistent with the method and
harmony with approach as well.
READING
TECHNIQUES
PROCESS
Survey
Question
Read
Recite
Review
TYPES OF
READING
TECHNIQUES
Graphic and semantic organizers Skimming Scanning Decoding
DEPENDENT VARIABLE DIMENSION INDICATORS
RE
AD
ING
CO
MP
RE
HE
NS
ION
READING
COMPREHENSION
Reading comprehension is the ability to capture what is read.
CHARACTERISTIC
Analysis
Coherence
Creativity
Synthesis
Concentration
IMPORTANCE
Improve the cognitive process.
Reinforce the recent vocabulary learned.
Permit to develop previous knowledge.
Reader
Text
STRATEGIES
Previewing and predicting text
Self-Questioning
Activating prior knowledge
Mental imaging
COMPONENTS OF
READING
Comprehension
Retention
Decoding
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METHODS FOR THE INVESTIGATION
There are a series of stages and steps that it is necessary to
analyze to come to the knowledge he sustains himself in laws that have
been deduced by the man taking validity or of doing something to reach an
objective.
SCIENTIFIC METHOD
This method consisting is as way and process of evidence of the
current difficulty in them educating being based on its insufficiencies
analyzing and verifying to create necessary measures.
It is a set of forms in which the difficulties are scientists and are put
to the test the assumption and the instruments of investigative work. “The
set of attempts, techniques and procedures that are used to formulate and
resolve problems of research through the testing and verification of
hypotheses (Arias, 2012, p. 33)
DEDUCTIVE METHOD
This method led me to establish the causes and check my assumption
of the information obtained to learners in the educative unit.
This method is which seeks to infer on a proposition made starting
from traits completely general, towards them more particular so is
guarantees the veracity of them conclusions, if not is invalidates the logical
applied.
43
INDUCTIVE METHOD
I went to this method because it will expand what is perceived of the
effective teaching techniques for the development of reading
comprehension skill of the students of 8th grade of the school of basic
education Maria Mercedes Cleofe Silva Carrion.
This method is the one that obtains the general conclusions from
specific ideas across analysis of facts and phenomena in particular it
realizes a study by means of the logic and allows the formation of
hypothesis, investigation of scientific laws and demonstrations of
conclusions.
DIRECT OBSERVATION
For this method to collect data classroom for interaction between a
number people of to find and purchase details on teaching interaction
student in the effective teaching techniques for the development of reading
comprehension skill.
It is a technique of collecting information in which the observer is
related immediate and personally with the phenomenon to observe.
Visualizing their activities carried out in the action of their occupations.
The observation is a skill that lies in view or receiving by means of the
sight, in methodical form, any fact, phenomenon that takes place in the
environment or in the society according to a few pre-established
investigation targets (cesar, 2010, p. 69)
44
TECHNIQUES FOR THE INVESTIGATION
The technique is a set of practical knowledge or procedures to
obtain the desired result.
It will be reasoned by research technique, the means or particular
form of acquiring data or information. (Phidias, 2010, p. 67)
The process of gathering information through surveys and
interviews applied to the students, teacher and principals at school of
education basic fiscal Maria Mercedes Cleofé Carrion, was developed in
an efficient manner, obtaining the required information.
INTERVIEW
It is the personal communication established between the
investigators ends the subject of study at the end of obtaining verbal
answers to the questions raised on the proposed problem.
The interview more than a simple questionnaire, is a technique
established on a conversation or “face to face” conversation between the
interviewer and the interviewee on an argument previously fixed, in such a
way that the interviewer can obtain the information cited (Phidias, 2010, p.
73)
Interview to Principal of the campus and the teacher of 8th grade
with the purpose to obtain sensitive information by means of a dialog and
proximity to the interviewed determining closed questions with certain
sequences prepared and structured narrating their knowledges and
45
arguments on the effective teaching techniques for the development
reading comprehension skills.
SURVEY
The oral survey is based on an examination “face to face” or for
telephone route in which the pollster asks and the interrogated person
answers in the oral survey that few and brief questions are realized
because its duration is quite short.
Define the survey as a technique that seeks to obtain information that
provides a group or sample of subjects about themselves, or in
accordance with a particular argument (Phidias, 2010, p. 72)
This technique was applied to the acquisition of data through a semi
structured survey to students of 8th grade with written questions in chart or
table Likert-type that was given to the same. In this diagram shows the
results of the research through analysis, graphical representation,
interpretation, conclusions and recommendations elaborated the results in
a table and the percentages of the required reports, the same as have
been represented in pie with its own analysis showing the findings of the
survey conducted to students of 8th grade.
46
ANALYSIS AND INTERPRETATION OF THE RESULTS
INTERVIEW WITH THE PRINCIPAL
According to interview the Principal Master Manuel Garcia Quinto at
school basic education fiscal Maria Mercedes Cleofé Silva Carrion was
obtained the following information.
The school at present uses the texts implemented by the government
that serve as help and he guides for the teacher and to be able to interact
with his students.
In the deficiencies found, we can appreciate that there is not a suitable
atmosphere to be able to provide the correct classes, there is no
technological resources for good teaching and learning of the English
language in the learners.
Also they are not provided with appropriate materials that they help
to the skills development and the interest to perfect the reading
comprehension.
Are the lack of effective teaching technique for the development of
reading comprehension skill it has proposed to design a booklet with
activities and easy exercises in consequence that do not count with
sufficient hours class only work with the text.
47
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGÜÍSTICA
INTERVIEW TO THE PRINCIPALS
OBJETIVE: To determine if the current of effective teaching techniques
used in the classroom are promoting the reading comprehension skills of
the students of 8th grade at school basic education fiscal Maria Mercedes
Cleofé Silva Carrion.
1. - Do you consider necessary the effective teaching techniques? Why?
2. -Do you think that the effective teaching techniques will motivate the
student to read in English?
3. - Would you support the development of this project? How?
4. - Do you think that teacher use effective teaching techniques in every
class?
5.-Do you think that teachers promote the practice of reading
comprehension in class?
6.-Do you think that the teacher promotes a favorable learning atmosphere
to develop reading comprehension?
7.-Do you consider important the development of reading comprehension
skills in the students?
8. - Do you consider that active participation motivates the students to
read texts?
9.-Do you think that the elaboration of a booklet with activities and
exercises is important for the development of reading comprehension
skills?
10. - Do you think that the implementation of a booklet with activities and
exercises may help students to enhance their reading comprehension
skills?
48
ANALYSIS AND INTERPRETATION OF THE RESULTS
INTERVIEW WITH THE TEACHER
The interview realized to the Graduate Gustavo Arauz teacher of 8th
grade at school fiscal Maria Mercedes Cleofe Silva Carrion the following
information was obtained.
At present the professor is conscious of occurring irregularities that
must be resolved as soon as possible in fact tries to practice skills and
skills for effective teaching techniques for the benefit of learners
Among the failings found is the little time of hours class, high
volume of students, the insufficient vocabulary makes it a class
monotonous. The origin of these factors makes the learner demonstrate
little interest to learn the effective teaching of techniques that would enable
them to develop their skills to the reading comprehension in the English
language.
Due to the failings that was evidence is enabling our intervention
and after the information collected and analyzed we can supply proposed
with activities and exercises for reading that will serve as a great help for
the teacher and students.
49
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
SURVEY TO THE ENGLISH TEACHER
OBJETIVE: To determine if the current effective teaching techniques used
in the classroom are promoting the reading comprehension skills of the
students of 8th grade basic education at school fiscal Maria Mercedes
Cleofé Silva Carrion.
1.-Do you consider that English teachers motivate the students to read?
2. – Do you consider important the effective teaching techniques? Why?
3. - Do you believe that the attitude of teachers is positive to promote
reading in class?
4. – What are the factors that prevent students to understand the
readings?
5. - Do you consider that teacher develops reading comprehension skills in
class?
6. - Do you think that the use of new dynamics may help to develop of
reading comprehension skills?
7.-What is the most difficult aspect to develop reading comprehension in
class?
8. – Do you think that the reading comprehension will improve through the
active participation of students?
9. - Do you think that it is necessary an additional didactic element to
promote reading in class?
10. - Do you think that is favorable to apply a booklet with activities and
exercises?
51
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
SURVEY TO THE STUDENTS
OBJECTIVE: To obtain information about the use of effective teaching techniques
to development the reading comprehension skills of the students of 8th grade at
school basic education fiscal Maria Mercedes Cleofé Silva Carrion.
Source: Escuelade Educación Básica Fiscal María Mercedes Cleofé Silva Carrión.
Author: Margarita Soledispa Quimis
ITE
MS
STATEMENTS TO
TA
LLY
DIS
AG
RE
E
DIS
AG
RE
E
IND
IFF
ER
EN
T
AG
RE
E
TO
TA
LLY
AG
RE
E
1 You like to develop the reading comprehension skills
2 You like to learn new techniques to improve your reading
comprehension
3 Readings will be easy to understand if new words are
introduced first
4 Readings require the use of different procedures and
techniques
5 You like to understand when you read in English
6 You like to study a technique to read
7 You like to read correctly
8 You have problems to pronounce when you read in English
9 The use of additional didactic resources will increase
participation in class
10 A booklet with new activities and exercises will motivate you to
read more in English.
52
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
SURVEY TO THE STUDENTS
OBJECTIVE: To obtain information about the use of effective teaching techniques
to development the reading comprehension skills of the students of 8th grade at
school basic education fiscal Maria Mercedes Cleofé Silva Carrion.
Source: EscueladeEducaciónBásicaFiscal María Mercedes CleoféSilvaCarrión.
Author: Margarita Soledispa Quimis
ITE
MS
STATEMENTS TO
TA
LLY
DIS
AG
RE
E
DIS
AG
RE
E
I
ND
IFF
ER
EN
T
AG
RE
E
TO
TA
LLY
AG
RE
E
1 You like to develop the reading comprehension skills 2 1 1 37 4
2 You like to learn new techniques to improve your reading
comprehension
3
3 2 21 16
3 Readings will be easy to understand if new words are
introduced first 2 2 5 26 10
4 Readings require the use of different procedures and
techniques 3 10 2 10 20
5 You like to understand when you read in English 3 1 1 30 10
6 You like to study a technique to read 1 4 3 20 17
7 You like to read correctly 8 20 1 11 5
8 You have problems to pronounce when you read in
English 11 6 1 14 13
9 The use of additional didactic resources will increase
participation in class 3 0 2 33 7
10 A booklet with new activities and exercises will motivate
you to read more in English. 5 1 4 26 9
53
4%2%
2%
83%
9 %
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 1: You like to develop the reading comprehension skills Chart #1
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 2 4%
DISAGREE 1 2%
INDIFERENT 1 2%
AGREE 37 83%
TOTALLY AGREE 4 9%
TOTAL 45 100%
Graphic #1
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 4% of the students answered totally
disagree, 2% of the students were in disagree, 2% of the students
answered indifferent to the questions, 83% of students agreed to develop
the reading comprehension skills, and 9% of them answered totally agree
to develop the reading comprehension skills. For that reason we will use
reading image.
54
10%
7%
4%
47%
36%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 2: You like to learn new techniques to improve your reading comprehension. Chart #2
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 3 7%
DISAGREE 3 7%
INDIFERENT 2 4%
AGREE 21 47%
TOTALLY AGREE 16 36%
TOTAL 45 100%
Graphic #2
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 7% of the students answered totally disagree, 7% of the students were in disagree, 4% of the students answered indifferent to the questions, 47% of students agreed to learn new techniques to improve your reading comprehension, and 36% of them answered totally agree to learn new techniques to improve your reading comprehension. For that reason we will use short histories for to implement the class.
55
4% 4%
11%
58%
22%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 3: Readings will be easy to understand if new words are introduced first. Chart #3
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 2 4%
DISAGREE 2 4%
INDIFERENT 5 11%
AGREE 26 58%
TOTALLY AGREE 10 22%
TOTAL 45 100%
Graphic #3
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 4% of the students answered totally
disagree, 4% of the students were in disagree, 11% of the students
answered indifferent to the questions, 58% of students agreed reading will
be easy to understand, and 22% of them answered totally agree reading
will be easy to understand if new words are introduced first.. For that
reason we will use little reading.
56
7%
22%
4%
22%
44%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 4: Readings require the use of different procedures and techniques. Chart #4
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 3 7%
DISAGREE 10 22%
INDIFERENT 2 4%
AGREE 10 22%
TOTALLY AGREE 20 44%
TOTAL 45 100%
Graphic #4
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva Carrión. Author: Margarita Soledispa Quimis ANALYSIS: According to the results, 7% of the students answered totally disagree, 22% of the students were in disagree, 4% of the students answered indifferent to the questions, 22% of students agreed that the read require the use of different procedure and technique, and 44% of them answered totally agree that reading require the use of different procedure and techniques. For that reason we will use strategies for to read.
57
7% 2%2%
67%
22%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 5: You like to understand when you read in English.
Chart #5
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 3 7%
DISAGREE 1 2%
INDIFERENT 1 2%
AGREE 30 67%
TOTALLY AGREE 10 22%
TOTAL 45 100%
Graphic #5
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 7% of the students answered totally
disagree, 2% of the students were in disagree, 2% of the students
answered indifferent to the questions, 67% of students agreed that you like
to understand when you read in English, and 22% of them answered
totally agree that you like to understand when you read in English. For that
reason we will use books in general.
58
2% 9%
7%
44%
38%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 6: You like to study a technique to read. Chart #6
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 1 2%
DISAGREE 4 9%
INDIFERENT 3 7%
AGREE 20 44%
TOTALLY AGREE 17 38%
TOTAL 45 100%
Graphic #6
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 2% of the students answered totally
disagree, 9% of the students were in disagree, 7% of the students
answered indifferent to the questions, 44% of students agreed that you like
to study a technique to read , and 38% of them answered totally agree that
you like to study a technique to read. For that reason we will use more
practice.
59
18%
45%2%
24%
11%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 7: You like to read correctly. . Chart #7
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 8 18%
DISAGREE 20 45%
INDIFERENT 1 2%
AGREE 11 24%
TOTALLY AGREE 5 11%
TOTAL 45 100%
Graphic #7
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 18% of the students answered totally
disagree, 44% of the students were in disagree, 2% of the students
answered indifferent to the questions, 24% of students agreed that you like
to read correctly, and 11% of them answered totally agree that you like to
read correctly. For that reason we will use technique in class.
60
24%
13%
2%32%
29%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 8: You have problems to pronounce when you read in English. Chart #8
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 11 24%
DISAGREE 6 13%
INDIFERENT 1 2%
AGREE 14 32%
TOTALLY AGREE 13 29%
TOTAL 45 100%
Graphic #8
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 24% of the students answered totally
disagree, 13% of the students were in disagree, 2% of the students
answered indifferent to the questions, 32% of students agreed that you
have problems to pronounce when you read in English., and 29% of them
answered totally agree that you have problems to pronounce when you
read in English. For that reason we will use intellectual abilities.
61
7%4%
73%
16%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 9: The use of additional didactic resources will increase participation in class. Chart #9
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 3 7%
DISAGREE 0 0%
INDIFERENT 2 4%
AGREE 33 73%
TOTALLY AGREE 7 16%
TOTAL 45 100%
Graphic #9
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 7% of the students answered totally
disagree, 0% of the students were in disagree, 4% of the students
answered indifferent to the questions, 73% of students agreed to use an
additional didactic resources will increase participation in class, and 16%
of them answered totally agree to use an additional didactic resources will
increase participation in class. For that reason we will use reading
activities for to increase participation in class.
62
11%2%
9%
58%
20%
Totally Disagree Disgree Indiferent Agree Totally Agree
ANALYSIS AND INTERPRETATION OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 45 students COURSE: 8th A STATEMENT 10: A booklet with new activities and exercises will motivate you to read more in English. Chart #10
VALUE FREQUENCY PERCENTAGE
TOTALLY DISAGREE 5 11%
DISAGREE 1 2%
INDIFERENT 4 9%
AGREE 26 58%
TOTALLY AGREE 9 20%
TOTAL 45 100%
Graphic #10
Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva
Carrión.
Author: Margarita Soledispa Quimis
ANALYSIS: According to the results, 11% of the students answered totally
disagree, 2% of the students were in disagree, 9% of the students
answered indifferent to the questions, 58% of students agreed obtain a
booklet with new activities and exercises, and 20% of them answered
totally agree a booklet with new activities and exercises will motivate you
to read more in English. For that reason we will use funny articles.
63
DISCUSSION OF RESULTS
The results of surveys designed indicate that 4% of the students
answered totally disagree, 2% of the students were in disagree, 2% of the
students answered indifferent to the questions, 83% of students agreed to
develop the reading comprehension skills, and 9% of them answered
totally agree to develop the reading comprehension skills..
According to the results, 7% of the students answered totally
disagree, 7% of the students were in disagree, 4% of the students
answered indifferent to the questions, 47% of students agreed that you
like to study a technique to read, and 36% of them answered totally agree
like to study a technique to read.
According to the results, 4% of the students answered totally
disagree, 4% of the students were in disagree, 11% of the students
answered indifferent to the questions, 58% of students agreed that you
like to read correctly, and 22% of them answered totally agree that you like
to read correctly.
According to the results, 7% of the students answered totally
disagree, 22% of the students were in disagree, 4% of the students
answered indifferent to the questions, 22% of students agreed that you
like to understand when you read in English., and 44% of them answered
totally agree that you like to understand when you read in English.
64
CHI-SQUARE
65
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
The development of classes by teachers is traditional, because they
do not allow students to expose their ideas and opinions within the
classroom, which generates repetitive learning and Memorísticos
The methodology used by teachers in the development of the
teaching and learning process does not allow us to achieve the objectives,
due to the weak application of active and participatory techniques that
allow to strengthen the process of teaching and learning
The design of a didactic guide with activities and reading exercises
strengthens reading comprehension in the students of the institution
RECOMMENDATIONS
It is considered that Teachers to research the group work
techniques and graphic organizers so that the teaching and learning
process is more objective.
Use new methodological strategies based on the constructivist
pedagogy to allow the exposition of opinions and ideas of the students,
provide more confidence and generate actions that facilitate the
development of skills based on the construction of knowledge in a
dynamic, active and explanatory environment
Create and use the Guide as a means to facilitate the process of
teaching and learning in the training of students taking into account the set
of suggestions and guidelines that foster an environment of trust, security
and motivation in the Educational work and obtain a quality education and
warmth
66
CHAPTER IV
THE PROPOSAL
Design of a Booklet with Reading Activities and Exercises in the students of 8th grade, at school basic unidad education fiscal Marìa Mercedes Cleofè Silva
Carrion.
ANTECEDENTS
English is recognized as the oldest language in the world, at
present a large amount of information is published in this language in
different fields of knowledge. The educational processes are adapted to
the situations, at present this adaptation supports changes in the
scenarios where learning, and changes in the teachers who in turn must
be kept informed and updated in the face of all the educational
innovations. The effective teaching of techniques may reduce the crack
and active communication and dynamic in the process of teaching and
learning of the English language in 8th year of the educational unit Maria
Mercedes Cleofe Silva Carrion.
As a result of informers ' contributions and English teachers focused
on the weaker aspect of their strengths, actions are directed to achieve a
material that somehow covered certain perspectives and gave rise to the
concretion of the Proposal for improvement after the respective analysis, it
is necessary to make this proposal that departed from the need to promote
effective teaching techniques With what is offered a developing skills of
reading comprehension all this has been possible thanks to a series of
factors among them are the use of effective techniques of teaching with
exercises and activities of reading. For this reason it is thought that with
67
this proposal that the beneficiaries will be the students, teachers,
authorities and society in general with which will decrease the great
problems affecting the education as are the demotivation and apathy by
the English, favoring in this way to improve the teaching of the English
language.
JUSTIFICATION
Every day the human being wants to be able to solve his own
deficiency and shortage of reading. It is then shown that effective teaching
techniques have not been well imparted for development of reading
comprehension skills, it has not been enough to learn what the teacher
has taught because it is only based on traditional teaching and there is no
reading practice.
Because of this, this proposal was designed with activities and
exercises to facilitate the learning of reading comprehension which will
provide dynamism and confidence in the classroom, it is considered this
booklet very indispensable because it will benefit in the process teaching
learning of 8th grade students of the school Maria Mercedes Cleofe Silva
Carrion, Area 09, distrito 8, provincia de Guayas, Cantón de Guayaquil,
Parroquia Tarqui, year 2016 -2017.
GENERAL OBJETIVE
To promote the development of reading comprehension skills in
English as a second language, through the design of a booklet with
activities and exercises of reading in students of 8th grade at the school
basic education fiscal Maria Mercedes Cleofé Silva Carrion.
68
SPECIFIC OBJETIVES To stimulate to the students teaching technique in an interactive
way for a better reading comprehension.
To implement the reading comprehension skill through of the
teaching technique.
To use the booklet to verify the results obtained from participating
students involved.
THEORICAL ASPECTS
Pedagogical Aspects
Both research and intuition determine that comprehension is the
key to reading. Without comprehension, reading a text becomes
something with no meaning and no learning result. Large volumes have
been devoted entirely to the foundation of reading comprehension as
Resenting & Meister, 1994 He has examined reading comprehension in
the light of research. For decades, researchers have suggested
instructional reforms in teaching and developing reading comprehension.
In ancient Greece, knowledge was a function of reason or
intelligence. For Plato was the love of wisdom. Etymologically the
knowledge comes from the Latin cognosco, which means to know or to
know, according to the DRAE it refers to the action and effect of knowing,
to the understanding, to the intelligence, to the natural reason, to the
science and wisdom and to the truth to Apprehended, philosophically
studied by Plato, Aristotle, Descartes and Kan.
69
Constructivist epistemology deliberately breaks that framework of
conventionality and proposes what philosophers call "Psych
environmentalism." There is a rationalization that knowledge, namely what
is known, cannot be the result of passive reception but originates as a
product of the subject's activity. This activity is not a manipulation of things
themselves, such as the 21 objects that can be thought of as their own,
before having them as experience, is called then to the activity that
Generates The Knowledge As Operationalization, Being The
Operationalization of a cognitive entity that according to Piaget organizes
the experience of the subject by organizing itself.
Sociological Aspect
The work of education is to transmit political disciplines and moral
rules. The society as it has been forming has been converting individuals
into servers of divinities, symbolic emblems, etc., making the inferior and
vulnerable man feel to accept and make him unconscious of the
educational action. (Emile Durkheim, 2006),the knowledge obtained by
means of the reading is developed between the individual and its relation
with the social environment, producing thus the creative act of the
knowledge.
According to Rosmini (2005), the objectives of the teachers are to
form the man, and that it is formed not only for the humanity, the family, or
for itself, but for all the forms of the associated life, since the education is
not exclusive right of the state, nor this one can impose a filosof It would
be wrong, for it would be an affront to freedom of thought because by
mistake, freedom is not reached; This being the one who recognizes the
real.
70
Human society, both in the past and in the present, has shown a
primary interest in education and reading. The behaviorism supported
mainly by William James, it was pronounced with its famous "Tabula rasa"
which affirmed that the children were born with a mind and a practically
blank thought in which one could 22 "write" and to incorporate new
knowledge. The word education means: "The action of developing
physical, intellectual and moral faculties".
One of the ways of educating is through reading through which not
only is the world and the universe understood, but is understood as the
society and the neighbor, the different cultures, and the very place of the
individual on the planet.
Reading is the ability of human literate to extract textual information,
with reading comprehension the key to knowledge in the information
society. The colossal accumulation of data that has constituted the digital
society will be nothing without the men who travel, integrate and
assimilate, and this will not be possible without reading comprehension.
From this perspective, the nature of science lies in the capacity of
the human being to react to the changes or functional problems that are
faced in the social environment.
Psychological aspect
Martínez, E. (2003) If we turn our gaze to the current pedagogy, we
are faced with a general rejection of any philosophical and theological
Foundation, the result of which was the loss of the end intended by
education, Which is virtue, as well as the interminable observation of his
71
material object, of the child who must be educated Both research and
intuition determine that understanding is the key to reading.
Without comprehension, reading a text becomes something with no
meaning and no learning result. Large volumes have been devoted
entirely to the foundation of reading comprehension as Resenshine &
Meister, 2006 they have examined reading comprehension in the light of
research. For decades, researchers have suggested instructional reforms
in teaching and developing reading comprehension.
Then it is advisable to emphasize that reading comprehension is
an inescapable component in obtaining all this information, is the tool by
means of which the student, the reader appropriates the written
knowledge, and acquires the skills for the Production of his own
knowledge. The search for truth must be focused on the knowledge that is
produced in the universities. Reading comprehension and critical thinking
are dual processes that lead to inner search and external enlightenment,
represented by knowledge.
In the traditional theory of knowledge, the activity of knowing is
taken as an activity that does not require justification and functions as a
premise. The subject of knowledge is conceived as a pure entity in the
sense that it is essentially free from biological or psychological conditions.
Radical constructivist epistemology deliberately breaks that framework of
conventionality and proposes what philosophers call “Psych
environmentalism."
There is a rationalization that knowledge, namely what is known,
cannot be the result of passive reception but originates as a product of the
subject's activity. This activity, is not a manipulation of things by
themselves, such as objects that can be thought of as their own, before
having them as experience, is called then to the activity that generates the
72
knowledge as operationalization, being the Operationalization of a
cognitive entity that according to Piaget organizes the experience of the
subject by organizing itself.
Legal
All modern societies have understood the impact of improving
education on the impulse of the economic, political, cultural and quality of
life of the people. To have consciousness of this makes it clear that
education cannot be directed by the Espontaneismo but because of the
systematic approaches that humanity has developed around the
educational process.
The Political Constitution
In the light of the foregoing, it is the state's duty to educate children
in the country to ensure a comprehensive development, education
understands everything that children need, such as food, health, and
clothing, among others. It is important to note that this is the responsibility
of the parents. It is very important for the school for children to learn how
to interact with each other and with other children is encouraged in values
that must be reinforced at home, because most of the time the child
spends within the family.
Ley Orgánica de Educación Intercultural
Art. 2.- de los Principios Generales los literales:
f. Desarrollo de procesos.- Los niveles educativos deben adecuarse
a ciclos de vida de las personas, a su desarrollo cognitivo, afectivo y
psicomotriz, capacidades, ámbito cultural y lingüístico, sus necesidades y
las del país, atendiendo de manera particular la igualdad real de grupos
73
poblacionales históricamente excluidos o cuyas desventajas se mantienen
vigentes, como son las personas y grupos de atención prioritaria previstos
en la Constitución de la República;
n. Interaprendizaje y multiaprendizaje.- Se considera al
interaprendizaje y multiaprendizaje como instrumentos para potenciar las
capacidades humanas por medio de la cultura, el deporte, el acceso a la
información y sus tecnologías, la comunicación y el conocimiento, para
alcanzar niveles de desarrollo personal y colectivo;
Art. 7.- Derechos.- Las y los estudiantes tienen los siguientes
derechos:
a. Ser actores fundamentales en el proceso educativo;
b. Recibir una formación integral y científica, que contribuya al pleno
desarrollo de su personalidad, capacidades y potencialidades, respetando
sus derechos, libertades fundamentales y promoviendo la igualdad de
género, la no discriminación, la valoración de las diversidades, la
participación, autonomía y cooperación.
FEASIBILITY
It is possible to design this booklet with activities and reading exercises
to promote reading comprehension easy because it has all the necessary
resources as financial and technical, thanks to the help of the Principal of
institution, teachers, students and parents at school that will benefit from
the same.
TECHNICAL
The local districts provided and equipped to the institutions and in
some way the school counts with technical means possible as printer
speakers, speakers and microphones for own use, does not have room
74
for English or even has its own materials but this do not interfere with the
realization our project.
FINANCIAL
The financing of my proposal is personal having the support of the
institution in the physical part to be able to apply the same.
HUMAN RESOURCES It consents to a group of people involved in the development of the
proposal.
Authorities
Principal of school
Teacher of English
Students
Author of the project
IMPORTANCE
It is considered that this proposal is of great value for 8th graders as
well as for teachers, seeing that today in our country implanted
intercultural education so that all human beings receive a dignified and
quality education without any distinction; This investigative work is very
feasible to realize because it is a challenge imposed on the current
project; There is information on this topic, positive experiences and
experience would help teachers to implement and work properly through
the application of effective teaching techniques for eighth grade students.
75
Educators actually do not know in big part how to adapt a
curriculum suitable for these learners; In the same way they have applied
the same instruments and evaluation techniques to all the pupils,
cataloguing that they have disinterest and unconcern for the education;
But in reality it is not true and this is verified by this research, because we
who fail are teachers for not being able to work with students.
DESCRIPTION OF THE PROPOSAL
The design of this booklet is based on the teaching techniques with
exercises and activities for the development of reading comprehension be
carried in 8th grade the school Maria Mercedes Cleofe Silva Carrion, will
help teachers and students and conceive a pleasant environment.
The booklet contains 15 lessons, which will be implemented in two
hours of class each day. The activity will be given in favor of the students
as backup we will have visual activities, the participants of this project is
the Principal, teacher of English and the students in the execution of this
project will accentuate the communication, it is the most convenient for the
development of reading comprehension skills.
Each of the lessons will have exercises and reading activities. The
introductory activities will make known their previous skills, review to learn
more vocabulary and then enter the activities like filling blanks, matching
phrases, etc. There will be an extra activity to compare responses,
deliberate on the new words learned.
76
VALIDATION OF THE PROPOSAL
This proposal has a clear content with easy paragraphs,
understandable and the thematic central idea are very useful to increase
learning and thus make a commitment to learn. You can count on a valid
material with teaching techniques to work in a group maintaining a teacher
bond student surpassing the low performance of reading comprehension
skills in the students the advantage of the material is that it serves both for
the life itself and as a help in their work.
SOCIAL IMPACT AND BENEFICIARIES
The objective of this proposal is to promote the development of
reading comprehension skill in the students of the interacting school
between them, which is a process of social interaction that will produce
ample benefits to the educational community.
The students of 8th grade the school Maria Mercedes Cleofe Silva
Carrion would be the ones who benefit and learn to strengthen the reading
comprehension skill through effective teaching techniques. The institution,
parents and English teachers will be benefited through these notable
events such as presentations and practice.
77
CONCLUSIONS
Students who had the opportunity to receive the English course,
have an interest to learn, to know what has given them the ability to
understand each of the topics treated in classes.
However, students who have not received this subject do not have
that level of interest, it has generated in them a conformity by what was
studied in the classroom.
Some of the teachers have no knowledge about the effective
teaching techniques for children, so they do not work with them.
There is disposition of the authorities of the institution to improve
the academic and creative level of its students, in order to promote a
quality education, according to the precepts of the education required by
the 21st century.
Students do not try to read, presenting problems at the time of
making a comprehensive reading.
RECOMENDATIONS
Incorporating reading comprehension skills into the 8thgrade English
course of basic General education, this will allow students to boost their
reading level with criticality and creativity, in response to the application of
the effective techniques of Teaching during their academic and personal
activities.
78
Teaching the readings will require the use of instructional
techniques that promote the development of reading comprehension skills
so it is important to prepare teachers beforehand.
To incorporate the use of effective teaching techniques, so that
students can get used to them and learn how to use it during the learning
carried out, thus allowing to improve the development of the skills of
reading comprehension.
Monitor the process of intellectual capacities, and criticism of
students who receive the English course to make corrections if necessary,
with regard to effective teaching techniques that are applied to promote
the Developing reading comprehension Skills
It is recommended that the teacher should form a knowledgeable,
methodical attitude to generate in students new attitudes of life and
capacities that allow them to be transforming agents of society.
79
BIBLIOGRAPHY
Bartlett (2011). Bartlett Plays: 1: My Child, Contractions, Artefacts, Cock,
Not Talking.
Board (2006).Techniques for the Investigation of Fish Physiology
Donnelly (1999). Self Questioning: A Comparative Analysis of what
Teachers and Students Report about the Use of this Reading
Comprehension Strategy
Farwell (2012).Supporting Reading
Foreman (2010).The Influence of Individual Differences in Emotional
Clarity on Sensitivity to Situational Cues
Gil-Aluja(2013).Scientific Methods for the Treatment of Uncertainty in
Social Sciences.
Houghton (2010).Harcourt School Publishers Social Studies Illinois
Huggett (2014). An Introduction to Medical Teaching} Springer.
Kumar (2005).Research Methodology: A Step-by-Step Guide for
Beginners
Kusiak (2009). Dialogue in Foreign Language Education.
Lombardo (2005). When the Time Comes: A Selection of Contemporary
Belgian Prose Poetry.
Llahana, S.V. 2005. A Theoretical Framework for Clinical Specialist.
Mcnamara (2012). Reading Comprehension Strategies: Theories,
Interventions, and Technologies.
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Patrick(2009).The Alphabet Kinection: The Kinesthetic Teaching
Proper (2006). The Proper for the Lesser Feasts and Fasts.
Richardson (2012).Reading to Learn in the Content Areas
Saito (2012).Japanese Ink Painting: Lessons in Suiboku Techniques
Sammons (2011). Building Mathematical Comprehension.
Santi, K. L. (2015 ). Improving Reading Comprehension of Middle and
High School Students.
Stockard (2006). An Integrated Phenomenological Study of Teachers'
Perceptions of a Professional Learning Community Utilizing
Senge's Five Disciplines of a Learning Organization
Swanson (2013). Handbook of Learning Disabilities, Second Edition
Swee (2012).The Population of Singapore (Third Edition).Technique.
Tan (2015). Creativity, Culture, and Development.
Westwood, P. (2008). What Teachers Need to Know about Reading and
Writing Difficulties.
Webber (2010). Writing from Direct Observation: The Art of Description.
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGÜÍSTICA
INTERVIEW TO THE PRINCIPALS
OBJETIVE: To determine if the current of effective teaching
techniques used in the classroom are promoting the reading
comprehension skills of the students of 8th grade at school basic
education fiscal Maria Mercedes Cleofé Silva Carrion.
1. - Do you consider necessary the effective teaching techniques?
Why?
I consider it necessary the effective teaching techniques because the
teacher may develop their integral project in the classroom.
2. -Do you think that the effective teaching techniques will
motivate the student to read in English?
I believe that the teacher motivated to read through of the effective
teaching techniques and will not see it as something strange.
3. - Would you support the development of this project? How?
If, it would support this project giving the necessary coverage and the
facility to the student.
4. - Do you think that teacher use effective teaching techniques in
every class?
I believe that uses some techniques and for the same reason, allows
you to develop this project that will give teachers effective techniques that
will be benefit for students.
90
5.-Do you think that teachers promote the practice of reading
comprehension in class?
It is true that in a certain way he promotes but never this more learn
something new.
6.-Do you think that the teacher promotes a favorable learning
atmosphere to develop reading comprehension?
I consider that if based on its planning that it presents in classroom.
7.-Do you consider important the development of reading
comprehension skills in the students?
I consider important skills because it allows the student to apply them
in practice and in the cognitive development
8. - Do you consider that active participation motivates the students
to read texts?
I think that any active participation will leave worries in the students
and will motivate them to read in the English Language.
9.-Do you think that the elaboration of a booklet with activities and
exercises is important for the development of reading
comprehension skills?
I believe that it is important to the development the activities in the
classroom through this booklet and will be reflected in the qualifications of
the students.
10. - Do you think that the implementation of a booklet with
activities and exercises may help students to enhance their reading
comprehension skills?
I think that it will improve the activities in the classroom because is a
help or support for the teacher to develop the skills of reading
comprehension in the classroo
91
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
SURVEY TO THE ENGLISH TEACHER
OBJETIVE: To determine if the current effective teaching techniques
used in the classroom are promoting the reading comprehension
skills of the students of 8th grade basic education at school fiscal
Maria Mercedes Cleofé Silva Carrion.
1.-Do you consider that English teachers motivate the students to
read?
I consider that to students if they are motivated to read through new
vocabulary and sounds linguistic.
2. – Do you consider important the effective teaching techniques?
Why?
I think that is very important the effective teaching techniques because
activated and it stimulate to the student to pronounce and to read more.
3. - Do you believe that the attitude of teachers is positive to
promote reading in class?
I believe that if it is positive because the reading is a fundamental part
in the student and practice pronunciation and modifies the ear.
4. – What are the factors that prevent students to understand the
readings?
The factors that prevent students to understand are vocabulary, use
the correct pronunciation and the use of connectors.
92
5. - Do you consider that teacher develops reading
comprehension skills in class?
I say that if, through new words, vocabulary and practice of
pronunciation.
6. - Do you think that the use of new dynamics may help to
develop of reading comprehension skills?
I believe that yes, using the appropriate resources to perform the
readings with feedback.
7.-What is the most difficult aspect to develop reading
comprehension in class?
The aspects most difficult to develop reading comprehension are the
pronunciation and vocabulary.
8. – Do you think that the reading comprehension will improve
through the active participation of students?
I think that if they would improve the active participation of the students
listening and practicing.
9. - Do you think that it is necessary an additional didactic
element to promote reading in class?
I believe that if it is necessary a booklet additional since that would
motivate students in the classroom.
10. - Do you think that is favorable to apply a booklet with
activities and exercises?
I believe that yes, it is favorable to apply a booklet with motivating
activities and exercises that it verifies that I come to the student.
93
94
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
FOTOS REALIZADAS EN LA ESCUELA DE EDUCACION BASICA FICAL “MARÌA MERCEDES CLEOFÈ SILVA CARRION”
INTERVIEW TO THE PRINCIPAL
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocio Soledispa Quimis.
INTERVIEW TO THE INGLES TEACHER
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocio Soledispa Quimis.
95
SURVEY TO STUDENTS
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocio Soledispa Quimis.
APPLICATION OF THE PROPOSAL
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocio Soledispa Quimis.
96
STUDENS 8TH GRADE
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocio Soledispa Quimis.
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Recearch: Margarita Del Rocio Soledispa Quimis.
97
TUTORING WITH MSC. RODRIGO GUERRERO SEGURA
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Recearch: Margarita Del Rocio Soledispa Quimis.
Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.
Research: Margarita Del Rocío Soledispa Quimis.
INTRODUCTION
This booklet was created as a complement to English language support
teaching and are designed to improve reading comprehension in the 8th grade of
basic education students. Contains ten basic vocabulary lessons each lesson
contains three activities. This make it easier for the student to memorize more
words, as I considered them several time with the help of activities and
worksheets.
This proposal will be always open to improvement, is flexible and therefore
receives all kinds of advice and teaching experiences, especially teachers
involved at this level, whose contributions will enrich all aspects of this work and
contribute to elevate the English models of the favored.
This booklet contains basic vocabulary that can be of great help to the
student, each one of his subjects consists of three activities of reinforcement
because it is easy and understandable can give him use to recognize objects.
There are ten understandable lessons to increase the encouragement of
learners because they are learning working in groups and making them able to
learn the language in the environment.
CONTENTS
LESSON 1: The lion and the mouse
LESSON 2: The wolf in sheep's clothing
LESSON 3: The hare and the turtle
LESSON 4: Greedy boy
LESSON 5: The little red hen
LESSON 6: The enchanted forest
LESSON 7: The Wolf and The Crane
LESSON 8: The Ugly Duckling
LESSON 9: The Ant and the Grasshopper
LESSON 10: The fox and the grapes
DIDACTIC MATERIAL N°1
THE LION AND THE MOUSE
GOAL OF THE CLASS: To promote human values and to reflect that we should not despise others but to value them. Once when a Lion was asleep a little Mouse began running up and down upon
him; this soon wakened the Lion, who placed his huge paw upon him, and opened
his big jaws to swallow him.
—Pardon, O King —cried the little Mouse—. Forgive me this time, I shall never
forget it: who knows but what I may be able to do you a turn some of these days?
The Lion was so tickled at the idea of the Mouse being able to help him that he
lifted up his paw and let him go.
Sometime after the Lion was caught in a trap, and the hunters who desired to
carry him alive to the King, tied him to a tree while they went in search of a wagon
to carry him on.
Just then the little Mouse happened to pass by, and seeing the sad plight in which
the Lion was, went up to him and soon gnawed away the ropes that bound the
King of the Beasts.
—Was I not right? —said the little Mouse. Very happy to help the lion.
LESSON 1
1.-READING COMPREHENSION
Answer the following questions
Are the main characters in this fable real or imagined?
List words or phrases from the text that explain your answer.
______________________________________________________
Do the main characters speak and behave as they would in realistic fiction
story?
_______________________________________________________
2.-write a short summary about the story with the words in the box.
LION MOUSE HUNTER
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE LION AND THE MOUSE
DATE:
CLASS N°: 01
TEACHER: Soledispa Quimis margarita
3. - who lay sleeping under a tree?
A mouse a rat
A wolf a lion
4.-Write sentences with the following words of this story.
a. Lion ______________________________________________
b. mouse_____________________________________________
c. hunter _____________________________________________
d. Friends ____________________________________________
DIDACTIC MATERIAL N°2
THE WOLF IN SHEEP'S CLOTHING
GOAL OF THE CLASS: Promote human values and reflect that we should not do things with deceit because at the same time we will receive our damage.
A Wolf found great difficulty in getting at the sheep owing to the vigilance of the
shepherd and his dogs.
But one day it found the skin of a sheep that had been flayed and thrown aside,
so it put it on over its own pelt and strolled down among the sheep.
The Lamb that belonged to the sheep, whose skin the Wolf was wearing, began
to follow the Wolf in the Sheep’s clothing; so, leading the Lamb a little apart, he
soon made a meal off her, and for some time he succeeded in deceiving the
sheep, and enjoying hearty meals.
LESSON 2
1. - READING COMPREHENSION
Answer the following questions
What is the genre of this story?
______________________________________________________
That happened when we got to the wolf to the Flock?
______________________________________________________
That made the wolf with the flock?
______________________________________________________
2 - Write sentences with the following words of this story.
PETER ______________________________________________
WOLF ______________________________________________
FLOCK ______________________________________________
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE WOLF IN SHEEPS CLOTHING
DATE:
CLASS N°: 02
TEACHER: Soledispa Quimis margarita
3.-the moral of the story is……
4. - how does this help you in your life?
DIDACTIC MATERIAL N°3
THE HARE AND THE TURTLE
GOAL OF THE CLASS: To promote human values and to reflect that we should not make fun of others, we must not trust that I could be an obstacle
to our successes. In the world of the animals, there was a very arrogant hare because she said to
everyone she was the fastest. That’s why she was always laughing at the slow
turtle.
-Look at the turtle! Hey turtle, don’t run so much that you’re going to get tired of
going so fast!- The hare used to say laughing at the turtle.
One day, they were talking and it occurred to the turtle to make a strange bet with
the hare.
Then she start running, she run fast as the wind while the turtle went slow but
without stopping. At once she went ahead. She stopped next to the road and she
sat to rest.
When the turtle passed by her side, the hare made fun of her once more. She left
her advantage and set out her quick walk. She did the same several times but, in
spite of her mocks, the turtle kept her way until she arrived to the finishing line.
When the hare woke up, she ran with all her might but it was too late, the turtle
had won the race.
That day was very sad for the hare and she learnt a lesson she would never
forget: you must never mock of the other.
LESSON 3
1.-READING COMPREHENSION
Answer the following questions
Whose hare mocked?
_______________________________________________________
What did the hare propose to the turtle?
_______________________________________________________
What happened to the hare on the way to the goal?
________________________________________________________
2.-ORDER THE DRAWINGS ACCORDING TO THE OUTCOME
________ _________ _________
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE HARE AND THE TURTLE
DATE:
CLASS N°: 03
TEACHER: Soledispa Quimis margarita
3.- write the main character
DIDACTIC MATERIAL N°4
GREEDY BOY
GOAL OF THE CLASS: should encourage children to value what are
applying the generosity and not be greedy.
There lived a twin brother called Sam and Tom! They were identical twins, even
their mother found it too hard to differentiate between them during the initial
months of birth. However, they were like two poles when it comes to everything
other than their appearance. They neither agree with anything nor do they share
even one single trait!
Sam had no friends, whereas for Tom the world was friendship. Sam loved
sweets and Tom loved to eat spicy foods. Sam was mommy’s pet and Tom was
daddy’s pet. While Sam was generous, Tom was greedy! Both started to walk a
long way during a sunny day. Sam walked slowly and steadily, while Tom urged
to win over Sam started to run instantly.
However, Tom, with his greediness to earn more wealth, did not turn his way back
home even after mid-noon. He walked two times longer distance that what Sam
was covered and decided to return back before the sunset. He urged to return
home as the Sun turned orange in the evening. Unfortunately, he could not even
make half way to home and the moon rises.
He lost the race and was defeated because of greediness!
LESSON4
1.-READING COMPREHENSION
Write the correct answer.
There lived a twin brother called _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Sara and Mathew/ Sam and Tom
Sam loved_ _ _ _ _ _ _ _ _ _ _and Tom loved to eat spicy foods.
Sweets/ foods.
2.-what lesson did you learn at the end of the story?
_______________________________________________
_______________________________________________
3. - what are the characteristics of a fable?
_______________________________________________
_______________________________________________
___________________________________________________________
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: GREEDY BOY
DATE:
CLASS N°: 04
TEACHER: Soledispa Quimis margarita
DIDACTIC MATERIAL N°5
THE LITTLE RED HEN
GOAL OF THE CLASS: to teach to the young people the values and that reflect like every day owes to persevere to come to the wished successes. Once upon a time there was a little red hen. She lived with a pig, a duck and a
cat. They all lived in a pretty little house which the little red hen liked to keep clean
and tidy. The little red hen worked hard at her jobs all day.
The others never helped. Although they said they meant to, they were all far too
lazy. The pig liked to grunt in the mud outside, the duck used to swim in the pond
all day, and the cat enjoyed lying in the sun, purring.
One day the little red hen was working in the garden when she found a grain of
corn.
- Who will plant this grain of corn? - She asked.
- Not I - grunted the pig from his muddy patch in the garden.
- Not I - quacked the duck from her pond.
- Not I - purred the cat from his place in the sun.
"I planted the seed, I cut the corn, I took it to the mill to be made into flour, and I
made the bread, all by myself. I shall now eat the loaf all by myself."
The pig, the duck and the cat all stood and watched as the little red hen ate the
loaf all by herself. It was delicious and she enjoyed it, right to the very last
crumb
LESSON 5
1.-READING COMPREHENSION
Fill in the blanks to match the story.
Once upon a time there was a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
She lived with a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Who will plant this _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _?
2.-Write the names of principals’ characters
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE LITTLE RED HEN
DATE:
CLASS N°: 05
TEACHER: Soledispa Quimis margarita
3. - Explain in your own words the moral of the story
4.- answer questions
Who was the story about?
What happened in the story?
DIDACTIC MATERIAL N°6
THE ENCHANTED FOREST
GOAL OF THE CLASS: to teach to maintain and value the nice and beautiful of the nature that around us.
Once upon a time, there was a beautiful forest, with a lot of trees and flowers of
all the colors which gladden the sight to all the people who went there. Every
afternoon, the animals of the forest meet there to play.
The rabbits had a race to see who the first to arrive to the finishing line was. The
ants made a long line to go to their nest. The colorful birds and bright butterflies
land among the bushes.
Everything was peace and tranquility. Until that… One day, the animals heard
noises, strange steps and they got very frightened because the land started to
shake.
The dove landed in the dried branch of a tree that, as if by magic, started to
recover its natural color and moving slowly.
Then she posed in the back of the rabbit and his soft ears started to stand up and
little by little, his bright grey color could be noticed.
And that was how she got all the inhabitants of the forest back to life. The children
played and laughed again. They, with the animals, thanked the dove because
thanks to her they had gone back to life. The dove was very happy and she went
singing.
And the wind came and took the warlock and the tale!
LESSON 6
1.-READING COMPREHENSION
Tell me 2 things your remember from the story
1_______________________________________________________
2_______________________________________________________
2.-COMPLETE THE PARAGRAPH
Once upon a time, there was a ____________forest, with a lot of trees and
flowers of all the ________which gladden the sight to all the_________who
went there. Every afternoon, the _____________of the forest meet there to
play
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE ENCHANTED FOREST
DATE:
CLASS N°: 06
TEACHER: Soledispa Quimis margarita
3.-Draw something that happens from each part of the story
4.-Write the principal’s characters of this story.
______________________
______________________
______________________
______________________
___________________________
DIDACTIL MATERIAL N°7
THE UGLY DUCKLIING
GOAL OF THE CLASS: Encourage and encourage human values and reflect
that we must respect others by not importing their condition and accepting
them as they are.
Once upon a time down on an old farm, lived a duck family, and Mother Duck had
been sitting on a clutch of new eggs. One nice morning, the eggs hatched and
out popped six chirpy ducklings.
But one egg was bigger than the rest, and it didn´t hatch. Mother Duck couldn´t
recall laying that seventh egg. How did it get there? TOCK! TOCK! The little
prisoner was pecking inside his shell.
-"Did I count the eggs wrongly?"
Mother Duck wondered. But before she had time to think about it, the last egg
finally hatched.
A strange looking duckling with gray feathers that should have been yellow gazed
at a worried mother. The ducklings grew quickly, but Mother Duck had a secret
worry
-"Where have you been hiding?" -"It´s a long story," replied the young swan, still astounded. Now, he swam majestically with his fellow swans. One day, he heard children on the river bank exclaim: "Look at that young
swan! He´s the finest of them all!" And he almost burst with happiness.
LESSON 7
1.-READING COMPREHENSION
Answer the following questions
What is the thing most important this story?
_____________________________________________________________
What is the message of this story?
2.-choose the name of characters principals and write in the box.
3. - title of fable.
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE UGLY DUCKLIING
DATE:
CLASS N°: 07
TEACHER: Soledispa Quimis margarita
DIDACTIC MATERIAL N°8
THE ANT AND THE GRASSHOPPER
GOAL OF THE CLASS: To encourage students to value, respect and that at all times of our lives we must remain humbly and that we must share the decisions with others. In a field one summer´s day a Grasshopper was hopping about, chirping and
singing to its heart´s content.
An Ant passed by, bearing along with great toil an ear of corn he was taking to
the nest.
- "Why not come and chat with me," said the Grasshopper, "instead of toiling
and moiling in that way?"
-"I am helping to lay up food for the winter," said the Ant, "and recommend you
to do the same."
- "Why bother about winter?" said the Grasshopper; we have got plenty of food
at present."
But the Ant went on its way and continued its toil.
When the winter came the Grasshopper had no food and found itself dying of
hunger, while it saw the ants distributing every day corn and grain from the
stores they had collected in the summer.
Then the Grasshopper knew: It is best to prepare for the days of necessity.
LESSON 8
1.-READING COMPREHENSION
Answer the following questions
Who are the characters in this story?
________________________________________________
Who worked hard to put up food in the summer time?
______________________________________________
How are the ants and the grasshopper like some people?
________________________________________________
What is the moral of this fable?
_________________________________________________
2.-what happened at the end of the story?
3.- main characters:
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE ANT AND THE GRASSHOPPER
DATE:
CLASS N°: 08
TEACHER: Soledispa Quimis margarita
DIDACTIC MATERIAL N°9
THE WOLF AND THE CRANE
GOAL OF THE CLASS: Encourage and maintain and the good use of human values and promote not to do good to the people of evil to proceed. A Wolf had been feasting too greedily, and a bone had stuck crosswise in his
throat. He could get it neither up nor down, and of course he could not eat a thing.
Naturally that was an awful state of affairs for a greedy Wolf
.So away he hurried to the Crane. He was sure that she, with her long neck and
bill, would easily be able to reach the bone and pull it out.
“I will reward you very handsomely,” said the Wolf, “if you pull that bone out for
me
.”The Crane, as you can imagine, was very uneasy about putting her head in a
Wolf’s throat. But she was grasping in nature, so she did what the Wolf asked her
to do.
When the Wolf felt that the bone was gone, he started to walk away.
“But what about my reward!” called the Crane anxiously?
“What!” snarled the Wolf, whirling around? “Haven’t you got it? Isn’t it enough that
I let you take your head out of my mouth without snapping it off?”
LESSON 9
1.-READING COMPREHENSION
Choose the correct answer
What happened as the wolf was eating happily?
There was nothing left to eat
He decided to visited the crane
He became full
A bone stuck in his throat
Why did the wolf visit the crane?
He missed her
He needed her help.
He wanted to give her a reward
He wanted to snap off her head
What was the crane reward?
She received a big reward.
She did not lose her head.
She had the bone.
She did not get any reward.
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE WOLF AND THE CRANE DATE:
CLASS N°: 09
TEACHER: Soledispa Quimis margarita
2.- can you draw a picture from this story?
3.- what have you drawn in your picture? Can you describe it?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
DIDACTIC MATERIAL N°10
THE FOX AND THE GRAPES
GOAL OF THE CLASS: Develop in the course of the class the good way to
rescue the values and apply them since they never expose your blames
others for what you cannot do.
It was a very hot and sunny afternoon. A fox, which had been hunting the whole
day, was very thirsty.
"How I wish there was some water," the fox thought to himself.
Just then, he saw bunches of fat and juicy grapes hanging from a vine above his
head. The grapes looked ripe and ready to burst with juice.
"Oh, my! Oh, my!" the fox said as his mouth began to water. "Sweet grape juice,
quench my thirst!"
The fox stood on tiptoe and stretched as high as he could, but the grapes were
out of his reach.
Not about to give up, the fox walked back a short distance and took a running
leap at the grapes. Again, he could not reach the grapes.
The fox jumped and leapt, again and again, but each time he could not reach the
grapes. Until, at last, the fox was tired and thirstier than ever.
"What a fool I am!" said the fox furiously. "These grapes are sour and not fit for
eating. Why would I want them anyway?" With that, the fox walked away.
LESSON 10
1.-READING COMPREHENSION
Say if these sentences are true or false
The day was rainy and hot.
He was very angry.
He was thirsty.
He tried to pick up the grapes.
2.- put the words in the correct order
Wanted/ the fox/ the grapes/ to eat.________________________________
Jumped/high/ the fox/ into the air.__________________________________
Left/angry fox/ the / the garden.____________________________________
The grapes/ Are/ sour?__________________________________________
SCHOOL: Maria Mercedes Cleofe Silva Carrion
COURSE: 8th
TOPIC: THE FOX AND THE GRAPES DATE:
CLASS N°: 10
TEACHER: Soledispa Quimis margarita
3.- Answer the following questions
Describe the fox
_________________________________________________________
Why does the fox want the grapes?
What was the moral of the fable?
4.-Explain in your own words the moral of the story
BIBLIOGRAPHY
Title: The Lion and the Mouse,
Autor: Randell, B. and Reynolds, P.(1994),
Publisher: Nelson Price Milburn.
Title: The Wolf in Sheep's Clothing: The Impostor,
Autor: Crayton, T.L., (2011)
Publisher: Author House
Title: The Hare and the Turtle,
Autor: Hager, A. (2017)
Publisher: Create Space Independent Publishing Platform
Title: The Greedy Boy,
Autor: Oyaro, K.
Publisher: East African Publishers
Title: The Little Red Hen,
autor: Galdone, P., (1985),
Publisher: Houghton Mifflin Harcourt
Title: The Enchanted Forest of Hope,
Autor: Clark, I. (2009),
Publisher: Author House.
Title: The Ugly Duckling,
Autor: Mitchell, S. and Johnson, S. and Fancher, L. (2008),
Publisher: Candlewick Press
Title: The ant and the grasshopper (2005),
Publisher: Parragon.
Title: Fox and the Grapes,
Autor: Long, C.E. and Cboins, J. (2010),
Publisher: Magic Wagon