university of guayaquil faculty of philosophy,...

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL

SCIENCES

ENGLISH LANGUAGE AND LINGUISTICS EDUCATION

SYSTEM: CLASSROOM-BASED (PRESENCIAL)

EDUCATIONAL PROJECT

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF LINCENCIADAS EN CIENCIAS DE LA EDUCACIÓN

MAJOR IN LENGUA Y LINGUÍSTICA INGLESA

TOPIC

THE INFLUENCE OF BASIC READING STRATEGIES TO IMPROVE

READING COMPREHENSION FOR ENGLISH LEARNERS

PROPOSAL

DESIGN A VIRTUAL STORYBOOK WITH TRADITIONAL STORIES

FOR DEVELOPING READING COMPREHENSION IN STUDENTS OF

8th COURSE AT “CANAL DE JAMBELI” PUBLIC HIGH SCHOOL

CODIGO

RESEARCHERS

BARAHONA QUINTERO ANNY ELIZABETH

SÁNCHEZ CASTRO KAREN JESSENIA

PROJECT ADVISOR

Ph.D. LORNA CRUZ RIZO

GUAYAQUIL, JUNE 2016

ii



SCIENCES

ENGLISH LANGUAGE AND LINGUISTICS EDUCATION

SYSTEM: CLASSROOM-BASED (PRESENCIAL)

AUTHORITIES

ARQ.SILVIA MOY-SANG, MSc LCD.JOSÉ ZAMBRANO, MSc

DEAN SUB-DEAN

FACULTY OF PHILOSOPHY FACULTY OF PHILOSOPHY

AB.JACINTO CALDERON, MSc LCD.ALFONSO SÁNCHEZ, MSc

DIRECTOR SUB-DIRECTOR

LANGUAGE AND LINGUISTICS LANGUAGE AND LINGUISTICS

ABOG. SEBASTIAN CADENA

GENERAL SECRETARY

iii

MSC

SILVIA MOY-SANG CASTRO, Arq. DECANA FACULTAD DE FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.- De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me designaron Consultor Académico de Proyectos Educativos de Licenciatura en Ciencias de la Educación, Mención: Lengua Inglesa y Lingüística, el día 17 de Agosto del 2015.

Tengo a bien informar lo siguiente: Que los integrantes Barahona Quintero Anny Elizabeth con C:C: 0930067640 y Sánchez Castro Karen Jessenia con C:C: 0927386094 diseñaron el proyecto educativo.

Topic: The influence of basic reading strategies to improve reading comprehension for English learners

Proposal: Design a virtual storybook with traditional stories for

developing reading comprehension in students of 8th course at

“canal de Jambelí” public high school.

El mismo que han cumplido con las directrices y recomendaciones dadas

por el suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN

del proyecto, y pone a vuestra consideración el informe de rigor para los

efectos legales correspondiente.

Atentamente

…………………………………………….

Ph.D. Lorna Cruz Rizzo

Consultor Académico

iv


FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION

CAREER: ENGLISH LANGUAGE AND LINGUISTICS

AUTHENTIC LETTER

Guayaquil, 7 de Agosto de 2015

MSc.

Silvia Moy-Sang

DEAN OF THE FACULTY OF PHILOSOPHY LETTERS AND SCIENCE

EDUCATION

Dear Dean,

For legal purpose we inform to you that the intellectual rights of Educative Project

THEME: “THE INFLUENCE OF BASIC READING STRATEGIES TO

IMPROVE READING COMPREHENSION FOR ENGLISH LEARNERS”

PROPOSAL: “DESIGN A VIRTUAL CD WITH TRADITIONAL

STORYBOOK FOR DEVELOPING READING COMPREHENSION”

Belongs to the Faculty of Philosophy, Literature and Science Education.

Best regard

Barahona Quintero Anny Elizabeth Sánchez Castro Karen Jessenia

ID#0930067640 ID# 0927386094

v



SCIENCES

CAREER: ENGLISH LANGUAGE AND LINGUISTICS

PROJECT

Topic: The influence of basic reading strategies to improve reading comprehension for English learners Proposal: Design a virtual storybook with traditional stories for

developing reading comprehension in students of 8th course at

“canal de Jambelí” public high school.

APROBADO

………………………………

TRIBUNAL No 1

……………………… ………………………

TRIBUNAL No 2 TRIBUNAL No 3

Barahona Quintero Anny Elizabeth Sánchez Castro Karen Jessenia

C.I 0930067640 C.I 0927386094

vi



SCIENCES

ENGLISH LANGUAGE AND LINGUISTICS

QUALIFIER JURY GIVES THE FOLLOWING SCORES TO THIS

EDUCATIVE PROJECT

THEME: THE INFLUENCE OF BASIC READING STRATEGIES TO

IMPROVE READING COMPREHENSION FOR ENGLISH LEARNERS.

PROPOSAL: VIRTUAL STORYBOOK WITH TRADITIONAL STORIES

THAT INCLUDES BASIC READING STRATEGIES FOR DEVELOPING

READING COMPREHENSION.

PRESIDENT

MEMBER

MEMBER

AVERAGE

EQUIVALENT

vii

DEDICATION

To my almighty God for His huge blessings because without Him, nothing

is possible. To my parents, who have supported me all the time in my

goals.

To my family and friends who have always given me confidence in myself

to go on in my studies.

Thanks for giving me strength and courage to turn my dreams in reality.

Elizabeth Barahona Quintero

viii

DEDICATION

This project is dedicated to the most important people that influence in my

life, to God and my family, with their constant well-wishing, unconditional

support and comprehension wonders are done.

To my mother, who has always encouraged me to follow my goals.

Thanks for teaching me to belive in God, in myself, and in my dreams and

for being my motivation.

Karen Sánchez Castro

ix

ACKNOWLEDGEMENT

We want to thank God for his blessings, for giving us wisdom, intelligence

and perseverance in our educational career and to our family for being an

unconditional support in this process.

We would like to express our gratitude the Ph.D. Lorna Cruz Rizzo, highly

experienced and patience for guiding us in the construction of this project.

We would like to express our heartfelt gratitude to the authorities of the

Educative Institution “Canal de Jambelí” for allowing this study.

And, lastly, to all the students of the Educative Institution and the person

of the Multimedia Systems who supported in the elaboration of the

proposal, thanks to this cooperation this research was possible.

x

GENERAL INDEX

AUTHORITIES....................................................................................................................... ii

Tutor´s report................................................................................................................. iii

Copyright declaration .....................................................................................................iv

Approval declaration........................................................................................................... v

Tribunal ............................................................................................................................... v

Quantitative and qualitative grade declaration..................................................................vi

DEDICATION .......................................................................................................................vii

ACKNOWLEDGEMENT .........................................................................................................ix

GENERAL INDEX .................................................................................................................. x

Spanish abstract .................................................................................................................xx

Abstract ............................................................................................................................. xxi

INTRODUCTION ................................................................................................................... 1

CHAPTER I............................................................................................................................ 2

THE PROBLEM ..................................................................................................................... 2

1.1. LOCATION OF THE PROBLEM IN CONTEXT ......................................................... 2

1.1.2. CONFLICT –SITUATION ............................................................................... 3

1.2. DELIMITATION OF THE PROBLEM ............................................................................ 4

1.2.2. VARIABLES OF THE INVESTIGATION...................................................................... 4

1.4. FORMULATION OF THE PROBLEM ........................................................................... 6

1.5. OBJECTIVES OF THE INVESTIGATION ....................................................................... 6

1.5.1. GENERAL ........................................................................................................... 6

1.5.2. SPECIFICS........................................................................................................... 6

1.6. QUESTIONS OF THE RESEARCH PROJECT ................................................................. 6

1.7. JUSTIFICATION ......................................................................................................... 7

CHAPTER II .......................................................................................................................... 8

THE THEORICAL FRAMEWORK ............................................................................................ 8

2.1 BACKGROUND ........................................................................................................... 8

2.2 THEORETICAL FOUNDATIONS ................................................................................. 10

2.2.1 DIDACTIC FOUNDATION.................................................................................. 10

xi

2.2.2 LINGUISTIC FOUNDATION ............................................................................... 17

2.2.3 PSYCHOLOGICAL FOUNDATION ...................................................................... 19

2.2.4 SOCIOLOGICAL FOUNDATION ......................................................................... 21

2.2.5 PHILOSOPHICAL FOUNDATION ....................................................................... 22

2.2.6 PEDAGOGICAL FOUNDATION ......................................................................... 23

2.2.7 TECHNOLOGICAL FOUNDATION ..................................................................... 24

2.2.8 LEGAL FOUNDATION ....................................................................................... 24

GLOSSARY OF RELEVANTS TERMS .................................................................................... 25

CHAPTER III ....................................................................................................................... 29

METHODOLOGY, PROCESS, ANALYSIS OF RESULTS .......................................................... 29

3.1 METHODOLOGICAL DESIGN ........................................................................................ 29

3.2 TYPES OF INVESTIGATION ....................................................................................... 30

3.3 POPULATION AND SAMPLE..................................................................................... 31

3.4 OPERATIONALIZATION OF VARIABLES ........................................................................ 32

3.5 METHODS OF INVESTIGATION .................................................................................... 33

3.6 TECHNIQUES AND INSTRUMENTS .............................................................................. 34

3.6.1 TECHNIQUES ........................................................................................................ 34

3.6.2 INSTRUMENTS...................................................................................................... 35

3.7 ANALYSIS OF RESULTS ................................................................................................. 36

3.7.1 ANALYSIS OF THE SURVEY RESULTS ......................................................................... 37

3.8.1. SURVEY.................................................................................................................... 52

3.8.2.OBSERVATION GUIDE............................................................................................... 53

3.8.4. INTERVIEW .............................................................................................................. 55

3.9. Pearson Chi square test. ............................................................................................ 57

3.10. CONCLUSIONS AND RECOMMENDATIONS .......................................................... 62

CHAPTER IV ....................................................................................................................... 64

THE PROPOSAL .................................................................................................................. 64

4.1. TITLE ....................................................................................................................... 64

4.2. JUSTIFICATION ....................................................................................................... 64

4.3. OBJECTIVES ............................................................................................................ 65

4.3.1. GENERAL OBJECTIVE ....................................................................................... 65

4.3.2. SPECIFIC OBJECTIVES....................................................................................... 65

4.4. THEORETICAL FOUNDATION .................................................................................. 65

xii

4.4.1. DIDACTIC FOUNDATION.................................................................................. 65

4.4.2. LINGUISTIC FOUNDATION ............................................................................... 66

4.4.3. PSYCHOLOGICAL FOUNDATION ...................................................................... 66

4.4.4. PHILOSOPHICAL FOUNDATION ....................................................................... 66

4.4.5. SOCIOLOGICAL FOUNDATION ......................................................................... 66

4.4.6. PEDAGOGICAL FOUNDATION.......................................................................... 66

4.4.7. TECHNOLOGICAL FOUNDATION ..................................................................... 66

4.4.8. LEGAL FOUNDATION ....................................................................................... 67

4.5. FEASIBILITY OF ITS APPLICATION ........................................................................... 67

4.6. DESCRIPTION.......................................................................................................... 68

4.7. CONCLUSION.......................................................................................................... 69

REFERENCES ...................................................................................................................... 70

BIBLIOGRAPHY .................................................................................................................. 72

ANNEXS ............................................................................................................................. 73

ANNEX ONE ....................................................................................................................... 74

DOCUMENTS ............................................................................................................. 74

ANNEX TWO ...................................................................................................................... 77

Urkund .......................................................................................................................... 77

ANNEX THREE.................................................................................................................... 79

EVIDENCES ................................................................................................................ 79

ANNEX FOUR ..................................................................................................................... 85

Instruments of the investigation................................................................................... 85

ANNEX FIVE ....................................................................................................................... 91

proposal ........................................................................................................................ 91

xiii

LIST OF TABLES

TABLE N°1

Causes and consequences

4

TABLE N°2

Population

32

TABLE N°3

Operationalization of the variables

33

TABLE N°4

Do you like English class?

38

TABLE N°5

Is your English class interesting?

39

TABLE N°6

Is easy to learn English as a foreign language?

40

TABLE N°7

Do you believe English class is important in education?

41

TABLE N°8

Do you have problem to read in English?

42

TABLE N°9

You find the reading activity is necessary for learning

English language as a foreign language.

43

TABLE N°10

The practice in the reading comprehension support your

knowledge in acquire a new learning in the English language.

44

TABLE N°11

The activities in class are interesting, dynamic and didactic.

45

TABLE N°12

xiv

The following options which use frequently in Reading

class.: Highlight -listening -dictionary - preview –

outline - summary - key words – glossary

46

TABLE N°13

The reading comprehension process, enhance you

learning in English language.

47

TABLE N°14

Do you think that the basic reading strategy is

Indispensable in the Reading comprehension?

48

TABLE N°15

Can you analyze and understand the information

presented in a text?

49

TABLE N°16

Do you try to guess the meaning of unknown words or phrases?

50

TABLE N°17

Do you agree that you should use technological aids in

Reading class for interactive learning?

51

TABLE N°18

Do you think that the interactive class support to

increase collaboration in English class?

52

xv

LIST OF GRAPHS

GRAPHIC N°1

Do you like English class?

38

GRAPHIC N°2

Is your English class interesting?

39

GRAPHIC N°3

Is easy to learn English as a foreign language?

40

GRAPHIC N°4

Do you believe English class is important in education?

41

GRAPHIC N°5

Do you have problem to read in English?

42

GRAPHIC N°6

You find the reading activity is necessary for learning

English language as a foreign language.

43

GRAPHIC N°7

The practice in the reading comprehension support your

knowledge in acquire a new learning in the English language.

44

GRAPHIC N°8

The activities in class are interesting, dynamic and didactic.

45

GRAPHIC N°9

The following options which use frequently in Reading

class.: Highlight -listening -dictionary - preview - outline –

summary - key words – glossary

46

GRAPHIC N°10

The reading comprehension process, enhance you

xvi

learning in English language. 47

GRAPHIC N°11

Do you think that the basic reading strategy is

indispensable in the Reading comprehension?

48

GRAPHIC N°12

Can you analyze and understand the information


49

GRAPHIC N°13

Do you try to guess the meaning of unknown words

or phrases?

50

GRAPHIC N°14

Do you agree that you should use technological aids in

reading class for interactive learning?

51

GRAPHIC N°15

Do you think that the interactive class support

to increase collaboration in English class?

52

xvii

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO:

The influence of basic reading strategies to improve reading comprehension for English learners.

Design of a virtual storybook with traditional stories for developing

reading comprehension in students of 8th course at “Canal de Jambeli”

Public High School.

AUTOR/ES:

Barahona Quintero Anny Elizabeth

Sánchez Castro Karen Jessenia

TUTOR (A): PHD. Lorna Cruz Rizzo

REVISORES:

INSTITUCIÓN: Universidad de Guayaquil

FACULTAD: Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüísticas

FECHA DE PUBLICACIÓN: No. DE PÁGS: 200

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación mención en lengua inglesa y lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Reading Comprehension- technological aids- Basic Reading strategies.

xviii

RESUMEN

Este proyecto exploró y describió la importancia del problema que se da en la

comprensión lectora en el idioma Inglés con el uso ayudas tecnológicas en clases y

materiales didácticos que ayudan al desarrollo de las estrategias básicas de lectura

de un idioma extranjero como es Inglés, en los estudiantes de 8vo curso del colegio

“Canal de Jambeli” quienes fueron diagnosticados y mostraron dificultades en esta

habilidad.

Además, se hizo una investigación bibliográfica para el apoyo del antecedente y

bases teóricas de este estudio.

Esto fue complementado con guías de observación, encuestas y entrevistas que

afianzan la importancia de la investigación. Los resultados dados de este estudio en

cuentos infantiles virtuales con historias tradicionales mostraron la fortaleza de

aplicar este material en el proceso de enseñanza aprendizaje en Ingles como un

idioma extranjero, para reforzar las habilidades, que son muy útiles en la adquisición

de un nuevo conocimiento en otro idioma con fluidez y crecimiento intelectual.

Comprensión Lectora - Ayudas Tecnológicas - Estrategias básicas de lectura

xix

ABSTRACT

This project explored and described the importance of the problem given in the

development of the reading comprehension in English language with the use of

technological aids in class and didactic materials that help the development of basic

reading strategies in a foreign language as English, in the students of eighth course of

the Public High School “Canal de Jambeli” who were diagnosed and showed

difficulties in this skill.

Thus, a bibliographical research was done to support the background and theoretical

bases of this study.

This was complemented with observation guides, surveys and interviews that support

the importance of this research. The results of this study given in the Virtual Story

Book with Traditional Stories showed the fortitude to apply this material in the learning

and teaching process in English as a foreign language, to reinforce the skills which are

so helpful in the acquisition of a new knowledge in other language with fluency and

intellectual growth.

Reading Comprehension- Technological aids- Basic Reading strategies

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI x

NO

CONTACTO CON AUTOR/ES:

Teléfono: 2759170-0969647898 2606012-0996049451

E-mail: [email protected]

[email protected]

CONTACTO EN LA INSTITUCIÓN:

Nombre: Universidad de Guayaquil/Facultad de Filosofía/Lenguas y Lingüísticas

Teléfono: (04)2294888 Ext.123

E-mail:[email protected]

mailto:[email protected]



xx

SPANISH ABSTRACT

Este proyecto exploró y describió la importancia del problema que se da en

la comprensión lectora en el idioma Inglés con el uso ayudas tecnológicas en

clases y materiales didácticos que ayudan al desarrollo de las estrategias

básicas de lectura de un idioma extranjero como es Inglés, en los estudiantes de

8vo curso del Colegio “Canal de Jambelí” quienes fueron diagnosticados y

mostraron dificultades en esta habilidad.

Además, se hizo una investigación bibliográfica para el apoyo del

antecedente y bases teóricas de este estudio.

Esto fue complementado con guías de observación, encuestas y entrevistas

que afianzan la importancia de la investigación. Los resultados dados de este

estudio en un folleto virtual de cuentos infantiles virtuales con tradicionales

historias mostraron la fortaleza de aplicar este material en el proceso de

enseñanza aprendizaje en Inglés como un idioma extranjero, para reforzar las

habilidades que son muy útiles en la adquisición de un nuevo conocimiento en

otro idioma con fluidez y crecimiento intelectual.

Comprensión Lectora - Ayudas Tecnológicas - Estrategias básicas de lectura

xxi

ABSTRACT

This project explored and described the importance of the problem given in

the development of the reading comprehension in English language with the use

of technology aids in class and didactic materials that help the development of

basic reading strategies in a foreign language as English, in the students of

eighth course of the Public High School “Canal de Jambelí” who were diagnosed

and showed difficulties in this skill.

Thus, a bibliographical research was done to support the background and

theoretical bases of this study.

This was complemented with observation guides, surveys, interviews that

support the importance of this research. The results of this study given in the

Virtual Story Book with Traditional Stories showed the fortitude to apply this

material in the learning and teaching process in English as a foreign language, to

reinforce the skills which are so helpful in the acquisition of a new knowledge in

other language with more fluency and intellectual growth.

Reading Comprehension- Technological aids- Basic Reading strategies

1 1

INTRODUCTION

This project was developed with the objective of resolving a problem of

the students of eighth grade, Superior Basic Education at “Canal de

Jambelí” Public High School located in Guayaquil, where activities in the

classroom were experimented during the reading comprehension.

Reading is the most important skill to learn a foreign language. If students

are good readers, they will learn this language in context and facilitate the

learning. For this reason in this project proposes a virtual storybook with

traditional stories that includes basic reading strategies for developing

reading comprehension that involve the basic reading strategies in the

reading comprehension.

The use of didactic technological resources is another form to increase

the importance of reading comprehension in the students with a Basic

English level in reading.

The first chapter describes the location of the problem, conflict situation

causes and consequences where are determined the objectives of the

learning and teaching process.

The second chapter involves the theoretical foundation of the research

including the background all these concepts and definitions help to build a

good research.

The third chapter determines the methodology through a bibliographic,

statistical study and filed research. Moreover this chapter specifies

population and sample, operationalization of variables, research

instruments and another process.

The fourth chapter describes the design of the proposal about of a virtual

storybook with traditional stories that includes basic Reading strategies for

developing Reading Comprehension according the level of the students

for developing reading comprehension.

2 2

CHAPTER I

THE PROBLEM

1.1. LOCATION OF THE PROBLEM IN CONTEXT

The problem was detected in the Educative Institution “Canal de

Jambelí” public high school is located in zone 8, district 1, Provincia del

Guayas, Canton Guayaquil, parroquia Ximena, Guasmo sur

precooperativa Guayas y Quil No 2 Mz 2384. The Educative Institution

has morning session and afternoon session with elementary school and

high school of eighth, ninth and tenth, is conformed for twenty-seven

teachers and one thousand fifty-five students. The problem was located in

the students of eighth course, morning session about the learning English

language as a foreign language.

Nowadays it is necessary to know about English language because it

creates big opportunities in different areas of the life including education.

One of the most important skills in English is reading because it is

essential to understand each word that is read. Understand a text

sometimes is so difficult although, there are methodological resources that

help to develop the reading comprehension.

Reading comprehension is complex, for this reason, readers do not

develop the ability to comprehend texts easily. Reading comprehension

must be practiced and reinforced continually throughout life. ||The most of

the students from public school cannot improve your reading

comprehension because there is not the satisfactory material or can be

that the teachers are using the same traditional method in class, in which

they should apply another technological resource according the

requirement of the students. Moreover, lack of didactic resources affect

the production of ideas about the topic that the students read, this form

they do not achieve a good reading comprehension.

3 3

1.1.2. CONFLICT –SITUATION

This project has as objective to show the problem that was found in

the students of 8th grade Superior Basic Education at “Canal de Jambelí”

Public High School, located in Guayaquil where the students were

observed with a low level in reading comprehension because they do not

have an additional material to reinforce this ability that is so important.

Reading comprehension class should be more dynamic, interactive and

interesting, this reading class should not be repetitive. Lack of

classification of didactic material according to the level in the students is

another form of demotivation.

There is lack of activities of reading inside the laboratory to reinforce

reading comprehension which is an important place where students can

develop skills in a foreign language as English.

The strategies that are used to develop reading comprehension are not

the appropriate to reinforce the reading class, because innovative

strategies are not used to motivate and promote a good study of this

ability.

There is also a lack of technological resources as videos with

appropriate content, which increase the analytical thinking. Another

problem is that there is not enough time to do all reading activities and get

the best results.

4 4

1.2. DELIMITATION OF THE PROBLEM

Field: Educative- Superior Basic Level

Area: Foreign Language: English

Aspect: Superior Basic Education Public School

Topic: The influence of basic reading strategies to improve reading

comprehension for Basic English learners

Proposal: Design of a virtual storybook with traditional stories that includes basic reading strategies for developing reading comprehension.

1.2.2. VARIABLES OF THE INVESTIGATION

Independent

Basic reading strategies.

Dependent

Reading Comprehension.

5 5

1.3. TABLE No 1 CAUSES AND CONSEQUENCES

CAUSES

CONSEQUENCES

Inadequate didactic material in

reading class.

The lack of attention of the

students.

Demotivation of the students to

learn reading comprehension skill.

The students do not learn to

develop a critical thinking of the

text

The use of the same traditional

material.

There is not a correct connection

between the students and the

class.

Deficiency in the techniques used

in class to do recreate reading.

The students cannot develop

reading skill activities.

Inappropriate reading strategies to

promote a good learning.

The students get a low academic

achievement.

Source: Research results at Canal de Jambelí Public High School

Elaboration: Barahona Quintero Anny Elizabeth

Sánchez Castro Karen Jessenia

6 6

1.4. FORMULATION OF THE PROBLEM

What is the incidence of basic reading strategies in reading

comprehension in the students of the 8th course Basic Superior Education

at “Canal de Jambelí” Public High School, zone 8,district1,Provincia del

Guayas, Cantón Guayaquil, parroquia Ximena, Guasmo sur pre-

cooperativa Guayas y Quil No 2 Mz 2384 periodo lectivo 2015-2016?.

1.5. OBJECTIVES OF THE INVESTIGATION

1.5.1. GENERAL

• Determine the incidence of the basic reading strategies in reading

comprehension through a bibliographic, statistical study and field

research to design a virtual storybook with traditional stories that

includes basic reading strategies for developing reading

Comprehension.

1.5.2. SPECIFICS

• Value basic reading strategies through a bibliographic, statistical

study and field research.

• Characterize reading comprehension through a bibliographic,

statistical study and field research.

• Design a virtual storybook with traditional stories that include basic

reading strategies for developing reading comprehension.

1.6. QUESTIONS OF THE RESEARCH PROJECT

❖ Why is reading comprehension important?

❖ Which is the real situation in reading comprehension in 8th grade

students from Canal de Jambelí High School?

❖ Which are the main theoretical foundations in reading

comprehension in relation to basic reading strategies?

❖ How could a proposal based on virtual storybook with traditional

stories be designed to improve reading comprehension through

basic reading strategies?

7 7

1.7. JUSTIFICATION

This project emerged from an observation that allowed the examination

of the problems in the students. The survey was very important to carefully

examine the causes that produce it, and the interview permitted to consult

the point of view of the English teacher about the research done in the

students of eighth course of High School “Canal de Jambelí”, about

learning English. Where the lack of didactic material and strategies for

reinforcing reading comprehension was noticed.

For this reason, this project was created, which is so necessary to

improve the reading comprehension in the learning process of the English

language as a foreign language, what is connected with the Common

European Framework (CEFR) with basic activities that develop the level

A1.1 in the students of eighth course, as is established in the National

English Curriculum Guidelines (Ministerio de Educacion, 2014) .This

project contributes to science, because basic reading strategies are

proposed to develop critical thinking, as mentioned in the Plan for National

Good Living (2013-2017). In the objective 4.4. This objective cites the

quality of education based in a critical thinking, logic and creative

reasoning in all educative levels.

That is why the intention is to promote a process of change in our

society with the use of this didactic material in the English learning which

will help to improve reading and raise the education level in the students.

This project will benefit the students, teachers and society that would like

to apply it.

8 8

CHAPTER II

THE THEORICAL FRAMEWORK

2.1 BACKGROUND

English is considered a global language many people in the world

speak. This language is used to communicate and do business. It is as

important in the academic field as in a person’s own life. English is an

easy language to learn and to apply.

One of the most fundamental processes in the acquisition of English as

a foreign language, is the practice of reading skills such as reading

comprehension. Reading is not simply a case of either reading very

painstakingly or reading very quickly, and that developing purposive

reading skills in the student will involve training him to adopt a number of

different reading styles related to his reasons for reading. (Johnson &

Morrow, 1981, p. 88)

If the students are good readers, it is understood that they will be good

in the study of the English language. Reading is a complex process that

contains knowledge, comprehension and emotional reactions. All classes

must have the three methodological stages: pre, while and post which

supplement reading comprehension. Nowadays, technology helps readers

to obtain and build an excellent comprehension at the moment of reading

a text.

The theory has been developed based on the different studies about

reading comprehension in English as a foreign language, at the library of

the School of Languages and Linguistic at the Faculty of Philosophy,

Letters and Educational Sciences located at the University of Guayaquil.

9 9

There were six research projects that referred to the importance of

reading comprehension. For instance the importance of the intensive

reading with short stories (Cabrera Cedeño & Cozzarelli Vasquez, 2010),

another project is about How to develop skill with pleasant selected

stories. (Alarcon Anastacio & Ojeda Pozo, How to develop skill with

pleasant selected stories, 2010)

Many of them explained the adequate strategies in reading, but the

content expressed in those thesis projects did not have much to do with

this investigation. This project involves visual aids, according to Andrew

Wright cited by Johnson & Morrow (1981) “the contribution of visual

materials to language learning is growing”. It has become demonstrably

clear that their contribution is relevant to all ages, aims and proficiency

levels (p. 117)

This project was designed with the objective to increase the reading

comprehension in the class using the respective strategies that are

analyzed in this thesis, which means that this project is original.

10 10

2.2 THEORETICAL FOUNDATIONS

2.2.1 DIDACTIC FOUNDATION

From the Didactic perspective, this research supports the construction

of the process of knowledge that emerges through the reading

comprehension, to organize the use of the methodology of teaching and

learning. Stóker (1964) cited by Alcaraz (2002) Stated “the didactics is the

theory of instruction and school education of all kinds and at all levels”.

(pp. 33-36). It is in part a scientific knowledge and in part technical

knowledge.

In this project the didactic field is necessary to explain the objective of

this research, the importance, structure and concepts that involve different

paradigms in the learning and teaching process of the English language

as a foreign language.

STRATEGY

This term is denominated as a systematic planning of acts to achieve a

goal. A strategy is the set of procedures, techniques and resources that

are designed according to the requirement of the people. Strategies help

to stablish the best method or way for increasing the knowledge, with the

exclusive reason of making the learning process more effective. The

strategies are internal processes, where the information of the text is

acquired, elaborated and organized for the person (Brown, 2007).

Rebecca Oxford (1990) cited by Durán Martinez (2008) defines foreign

or second language learning strategies as “specific actions, behaviors,

steps, or techniques” that students use, often consciously, to improve their

progress in apprehending (p. 21).

11 11

There are different strategies that are used in the teaching and learning

process, that concern the reading comprehension. For instance the

cognitive strategy, is an intellectual process or method for attaining an

individual cognitive objective. The cognitive strategy is divided in general

and specific (Pressley & Wholoshyn Vera, 1995).

The general cognitive strategies can be attached in many different

ways or states, while specific cognitive strategies are more particular.

Specific strategies are the most used.

The application of basic and effective strategies are also so important

because generate a good reading comprehension. A strategy is a process

that helps to obtain a successful elaboration in the learning process in a

foreign language.

It is so important that the learners know what strategies they use,

because sometimes they apply them consciously or unconsciously when

they acquire a new knowledge. The strategies are so necessary inside of

the learning process.

Kenneth Andrews (1987) cited by de Wit & Meyer (2010) mention that “the

strategies are operations, steps, plans that are affixed to make the

obtaining of the new information easier” (p. 71).

The strategy is considered as a guide to follow in different activities or

processes that help a person to obtain a goal. Furthermore, the strategies

are essential to improve skills, actions, times and knowledge, all this is to

12 12

get an objective. In 1999 Monereo (as cited in Perez Ruiz & La Cruz

Zambrano, 2014) defines “Finally the strategies are so important because

they help the student to have the purposes become true” (pp. 5-6).

Basic reading strategies include different activities as pre, while and

post reading. These strategies are essential to motivate the students to

participate in an interactive class that motivate their learning process

during the reading comprehension.

PRE-READING

Pre-reading permits do an observation of the text and create your own

point of view about the reading with a prior knowledge.

Some of the techniques used in this methodological stage are:

-Brainstorming, this activity helps the student to collet ideas to a

specific purpose. This can be applied before reading for the students

inside of the class. It is also used to create and innovate concepts.

-Word splash, the teacher gives some words the students about the

topic that they going to read. Students have to do a prediction or build little

ideas with these words. Finally of the activity the students can compare

their work with the text.

-Anticipation, is the introduction of the topic applied before reading,

which the students can active their preview knowledge and connect ideas.

13 13

-Visual aids, present the story through pictures and images also to

incentive the students in the reading. They can give their opinion about the

pictures creating their own concept about the text.

WHILE-READING

Determining importance, the students focus in the most important of

the reading to attain the global idea, in this way they can get to

conclusions and connect the main ideas of the story.


-Inferring, readers build deductions from the reading, using their

information and previewing knowledge about the topic to make

interpretations and critical judgment.

-Synthesizing, readers do a summary about what they have read. This

activity supports the critical thinking because the ideas are expressed in

their own words.

-Key sentences, the students select the most important sentence or

phrase from the text for them, and eventually they explain why this part of

the reading is important.

-Skimming is used to do a fast reading to construct the principal idea

but not so detailed. This technique contributes a half part of the

information.

14 14

-Scanning is more specific to research information that is necessary.

Scanning is profitable to find names, dates, statistic or fact without to know

all about the text.

POST-READING

Post reading permits retelling the story, synthesizing and summarizing

the most important aspects of the topic.


-QAR, this activity is used after reading to clarify ideas, through

questions and answers to stablish a relationship with the topic, using basic

questions that can be found in the text or in different parts of the text.

-Creative testing is so useful to evaluate how much information

students acquired about the topic. The readers can answer some

questions using the method TRUE or FALSE.

✓ This strategies need of different techniques that involve to practice

the reading comprehension. It is a channel to improve skills.

15 15

INTERPRETATIVE

It is part of the reading comprehension which stablishes a conection

between the reader and reading to extract ideas and clarify conclusions of

the text.

AUDIOVISUAL AIDS

Audiovisual aids are an important part inside the development of skills

in the students for a significant learning. Moreover this resource includes

the major parts of the senses. In this way the students can learn more

spontaneous, entertaining and natural, because promote the construction

of communicative scheme and create an effective learning environment.

READING COMPREHENSION

Reading comprehension is an interactive and active process, which

helps to build coherent knowledge and connect the reading with the

reader. It is the act of understanding what text or book you are reading, in

this way the information is acquired in a logical form and the main idea is

achieved. It also increases the ability in the learning of English language

as a foreign language.

Reading comprehension sometimes can be a little difficult to

understand for this reason, it is necessary to teach reading strategies, for

the students to reinforce the reading.

This activity required to be monitored for multiple effective strategies

because, sometimes, to read becomes a difficult activity (Brown, 2007).

16 16

“Comprehension is the faculty to know the words, to build ideas inside of

the text and finally to stablish a relationship among diverse ideas”

( McNamara, 2007, pp. 3-4).

Reading comprehension is essential at the moment to read a text,

because without comprehension the students cannot understand the

meaning of the topic that is being read. For this reason comprehension is

an important component inside of the reading.

Reading is a potential skill that offers the readers a development of

analytical thinking and expands a coherent elaboration of the ideas.

There are different types of reading, extensive and intensive, in this

study the intensive reading develops a very important role because is

more specific and detailed in the learning. Intensive reading “Consist in get

a principal idea for inferring about the topic explained in class, and

connect different concepts of a consistent manner. It is learning with a

specific objectives and aims” (Brown, 2007, p. 301).

Intensive reading involves meanings, skills, development of reading,

knowledge of grammar and vocabulary in a context learning. “Intensive

reading involves translation and comprehension of the text, sentence by

sentence. Also is used to point how the language helps the

communication of the text and it can be a good preparation for the

additional activities”. (I.S.P.Nation, 2008, p. 25)

This type of reading is considered fundamental in the process of this

research to promote an excellent reading comprehension in the students.

17 17

2.2.2 LINGUISTIC FOUNDATION

English is considered a global language in the communication, that

express feelings and cultures from different nationalities. The linguistic

foundation of this research is the communicative competence in reading

comprehension. Christiane Nord (2005) mentions that “A text is a

communicative action which can be realized by a combination of verbal

and non-verbal means”. (p. 16)

As a product of the author’s intention, the text remains provisional

until it is actually received. It is the reception that competes the

communicative situation and defines the function of the text. We

may say that the text as a communicative act is completed by the

receiver (Nord, 2005, p. 18)

Reading comprehension involves an active, intentional and interactive

process.

In literature there are different types of texts .In this research narrative

texts are used in the proposal .Narrative texts are stories with structures,

plot, event, characters and setting. This text in the reading comprehension

class is more feasible because supports the new knowledge in the

students to connect the reading with the reader, also to interpret the main

idea and purposes to generate interaction with the text.

In 1981 Beaugrande and Dressler (as cited in Wright & Budin, 2001)

mentioned that the text linguistics contains seven standards or principles

that are: cohesion, coherence, intentionality, acceptability, Informativity,

contextuality and intertextuality. These principles support the interaction in

the communicative process with different linguistic elements that involve a

text.

18 18

Cohesion: The reader connects the reading within a grammatical

sequence, connectors and meanings in the text in a mental process of

interpretation.

Coherence: Consist in organizing the main idea with concordance to

understand and transmit the information of the reading.

Intentionality: To define a purpose, belief, knowledge to produce the

information and receive a communicative text.

Acceptability: To accept a text with cohesion and coherence for the

receiver.

Informativity: It is the presentation or new information for the receiver

with communicative values.

Contextuality: To support contextual knowledge to connect the text with

the reason.

Intertextuality: It is the relationship of a text with other texts with the same

genre to understand and construct the knowledge.

The use of short stories develops the language competence in the

students. (Nugrahenny & Manara, 2011, p. 104).In the teaching and

learning process in reading comprehension, linguistic and literature have a

very important role that can enrich English learning through short stories.

19 19

This reading helps to think directly in English with coherence, to obtain

fluency in this language and a critical thinking.

Short stories are the best way to reinforce the learning in English

language as a foreign language, this reading is practical and not

complicated. For all these reasons, they are suitable to be used in different

levels of learning, the students will be able to read, comprehend and

conclude something in English and will obtain benefits in this processes.

2.2.3 PSYCHOLOGICAL FOUNDATION

Psychological foundation in the teaching and learning process supports

the development of the new knowledge. This foundation is focused in the

psychological processes that are presented in the learning, this theory is

connected with the individual and human development of each person.

Siegler cited by Woolfolk (2006) mentions that the cognitive progress in

the students “to increase the elaboration of information process in a logic

way”. (p. 28).

In reading comprehension there are mental processes that include

analysis, synthesis, induction and deduction for comprehension of the

reading, where the students get practice; for instance the models of

reading bottom up and top down.

During the bottom up process the reader starts with small units and

builds these into larger ones. The learner reader registers the text

visually, identifies the details. This process is often referred to as

decoding text. By contrast top down processing refers to the use

20 20

learners make of larger units and their prior knowledge.

(Schellekens, 2007, pp. 93-94).

According to the previously mentioned author:

BOTTOM UP

It is a process where the reader can perceive a specific idea to get

more details and elaborate a complete presentation.

TOP DOWN

To establish preview knowledge of the content to understand the text

of a global way. This model of reading helps the students to concentrate

on a whole meaning of the text or topic.

The role of the schema

The mental structure helps the readers to organize the knowledge and

interpret the text. “The way we interpret depends on the schemata

activated by the text; and whether we interpret successfully depends on

whether our schemata are sufficiently similar to the writer’s” (Nuttall, 2005,

p. 7).

Piagets (as cited in R.Shaffer & Kipp, 2014) mentions that the schemes

are mental systems that “increase the intelligence and represent the reality

for organizing an idea” (p. 203).

21 21

Meaningful learning

Ausubel cited by Donald Novak (2010) said, that “the meaningful

learning is a process in which new information is related to an existing

relevant aspect of an individual’s knowledge structure” (p. 59).

This process contains visual aids to connect the concrete and the

abstract, this facilitated the learning in the students, because they

assimilate the object with the meaning and remember more quickly without

many complications or obstacles.

2.2.4 SOCIOLOGICAL FOUNDATION

The main purpose of sociology in this project is the study of interactive

process in learning. The education contributes in the society and offers

opportunity of overcoming. In fact, symbolic theory acts inside of the

classroom and in the dynamics or work in groups.

Functions of sociology:

Socialization

Transmission of cultures

Social Control

Changes and opportunities.

The sociology implies some changes in the education based in the

sociology activities, changes that are incorporated according the

realities contemporary (Scott & Guppy, 2010).

22 22

INTERACTIVE PROCESS IN READING COMPREHENSION

This process is necessary to have a general and specific idea about

the content that is being read, also are the results of an elaboration of

significant reading, to increase more opportunities in academic,

professional, and personal life.

Collins (as cited in Taylor, 2012) commented that they “hold in esteem

a learning process that is active and interactive, set within the context of

warm and nurturing relationships and rich in communication” (p. 89).

2.2.5 PHILOSOPHICAL FOUNDATION

From the philosophical field, the study of axiological paradigms that

support the human values of the educative environment, is essential in this

project this science is necessary in the teaching and learning process.

According to the UNESCO in 2002 Gonzáles Lucini (as cited in

Salvador, 2009) reported that the education in the 21st century

“Education is forced to provide nautical letters of a complex world in

perpetual commotion and at the same time, the compass to

navigate it. It is very essential to develop the moral conscience of

the students and the progressive growth of their personal autonomy

with a social responsibility through the moral values”. (p. 81)

The treatment of the moral behavior, in this case is essential in the

students, they should learn the respect to different points of view, cultures,

beliefs how they should act in class.

23 23

2.2.6 PEDAGOGICAL FOUNDATION

The art of teaching and learning based in didactic materials, methods,

contents and concepts for the learners. It is a process where is imparted

knowledge and skills.

Pedagogy believes that all humans can learn in different forms

applying methods, strategies and materials. It is a set of procedures

and resources; pedagogy is referred to standards and parameters.

The education should be comprehensive and not to memorize

everything (Galarza Mena, 2012, pp. 10-13).

CONSTRUCTIVISM

It is based to build the knowledge of the environment that is around.

Constructivism is a philosophy of learning in which the learner constructs

and forms the concepts that learn and understand. It is an interaction

between the experiences and concepts. “The constructivism gives up the

traditional methods and lead to new theoretical contents” (P.Steffe & Gale,

2012, p. 17).

The constructivism leads the students to an interest and development

of their knowledge, the students can create their own ideas. The teacher

organizes and facilitates to the students to order new concepts and

connect them with their preview concepts. This theory has a big impact

inside of the learning theories and teaching methods in education. In the

classroom the students elaborate and create relationships between old

perceptions and new ideas.

24 24

2.2.7 TECHNOLOGICAL FOUNDATION

The technological foundation has effective results in the classroom,

because the students increase the attention and interest in the subject that

they study. Also, it motivates the teaching and learning process of the

students and develop their thinking.

Nowadays, the educative system offers the technology as an important

part in the education .In this technological age is more feasible to teach

foreign languages using the technology. In this case, the reading

comprehension also includes the technology for instance; the virtual

traditional storybook that contains audiovisual aids that help in the

acquisition of the English language.

The use of audiovisual aids or media is familiar enough to language

teachers. The filmstrip projector and language laboratory have an

important role in the transformation of language teaching (Stern,

2011, p. 442).

The technology in the classroom increases student attention and

interest in the material, because in this way the students learn easier and

attain positive results in the English language.

2.2.8 LEGAL FOUNDATION

The legal framework in this project is related to The Intercultural

Education Organic Law (LOEI) (Ministerio de Educacion, 2015) in Ecuador

where is included in the

Chapter third of student rights, article 7 literal a:

✓ The students are actors in the educational process, for generating

an interactive class.

25 25

Chapter fourth the rights and obligations of the teachers Article 11 literal i:

✓ The teacher monitoring students learning to develop the different

competencies, abilities, skills in the learning process.

This proposal uses technological resources, as it is mentioned in the

Good living National Plan (2013-2017), based in the objective 4.4., where

it is cited the quality of education based in a critical thinking, logic and

creative reasoning in all educative levels.

In conclusion, this project considers these objectives important, necessary

and indispensable for a good educational development in the educative

field.

GLOSSARY OF RELEVANTS TERMS

ACTIVITY

A specific action, function or deed. Especially takes part at school that

involves the students.

AUDIOVISUAL AID

Educational materials directed at both the sense of hearing and the

sense of sight; films, recordings, photographs, etc., used inclassroom instr

uction.

COGNITIVE

Involve conscious mental activities such as thinking, understanding,

learning, and remembering.

COHERENT

To talk or express something in a clear way that can be easily

understand. Logical and well-organized.

26 26

CREATE

To make or produce something new. Originate new parameters.

CRITICAL THINKING

It is a process of conceptualizing, applying, analyzing, synthesizing,

and/or evaluating information generated by, observation, experience,

reflection, reasoning, or communication.

FOREIGN LANGUAGE

Located in, or coming from another country, area, people, etc.

GLOBAL

It is concern and set, something general or whole.

GUIDE

A person who shows the way to others such as leading, directing or

advising.

INFORMATION

Knowledge in the form of facts, news, etc. /an interesting piece of

information.

INNOVATE

To make changes, introduce new ideas, inventation, etc.

INTENSIVE

Giving a lot of attention or action to a small amount of something or in

small amount of time.

http://www.oxforddictionaries.com/definition/english/show#show__78

27 27

INTERACTIVE

That interacts /of or for the exchange of information between a computer and a user while a program is in operation.

KNOWLEDGE

What a person knows; the facts, information, skills, and understanding

that one has gained, through learning or experience.

LEARNER

A person who is learning, especially a person.

METHOD

A planned way of doing something/ proper planning and arrangement.

OPERATION

The condition or process of working/a thing (to be) done; an activity.

PROCESS

A connected set of natural actions or event that produce continuation or

gradual change, and over which humans have little control. Set of human

actions or operations that are performed intentionally in order to reach a

particular result or as part of an official system

READING

The act or practice of reading/a figure shows by a measuring instrument.

28 28

SKILL

Special ability to do something well, especially as gained by learning and practice.

STRATEGY

A method or plan to achieve a goal or solution a problem.

TEACHER

A person who is teaches, especially as a profession, instructor.

TECHNIQUE

Method of doing something that needs skill, esp. in art, music, literature, etc.

TRADITTIONAL

The passing down of the belief, practice, and customs from the past to

the present a customary way of thinking or behaving that has been passed

down in this way and continuously followed for a long time.

INSIGHTS

Ideas about the true nature of something.

http://www.businessdictionary.com/definition/idea.html

29 29

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS OF RESULTS

3.1 METHODOLOGICAL DESIGN

The modality of research applied to this project is a field research,

through surveys, observation and interview about reading comprehension

in the English language to the students of the eighth course with

application questions and answers of logical reasoning.

This research is a mixed approach, establishes an outcome as much

qualitative as quantitative.

Qualitative

Describes theories and facts, observed in the institution.

This research involves different methods for explaining the problem

situation, also it is flexible, holistic and successful in the development of

the process

Quantitative

The principal objective of quantitative research is to study the

quantitative properties of the phenomena and apply hypothesis, theories

and statistical models for an explanation with more specifics mathematical

results.

30 30

3.2 TYPES OF INVESTIGATION

Explanatory

This research is explanatory because it explains the different causes

that originate the problem situation as phenomenon .It makes more

feasible the formulation of the problem.

Descriptive

It is descriptive research because it describes the different situations

that concern to this project with their elements and materials of the study.

No experimental

There is no experimental study in this project, it is a systematic and

empirical research, because the researches are not involved completely in

the study problem, they only are observers and analyzers.

31 31

3.3 POPULATION AND SAMPLE

Population

The total group of persons that belongs to an area, district or institution

in which they are going to be analyzed for instance, in this investigation

the population is the Public High School “Canal de Jambelí” with different

integrants as: director, teachers and students.

Sample

It is a specific part of the investigation that shows quality and skills of

the study group.

In this study, the sample are the students of eighth course and one

English Teacher.

Nº STAFF POPULATION SAMPLE

1 AUTHORITY 1 1

2 TEACHERS 27 1

3 STUDENTS 83 41 TOTAL 111 43

3.4 OPERATIONALIZATION OF VARIABLES

VARIABLES

DIMENSIONS INDICATORS

Independent variable Basic Reading Strategies

Type of strategy

Cognitive Strategy

Stages model Pre-While and Post

Technique Anticipation,skimming,scanning and interpretative

Elements of multimedia

Audiovisual texts

Dependent variable Reading Comprehension

Type of reading

Intensive and extensive

Communicative competence

Linguistic Competence Sociolinguistic Competence Pragmatic Competence

Process of reading

Bottom up / Top down

Types of texts

Narrative Descriptive Short stories

32

33 33

3.5 METHODS OF INVESTIGATION

It is a set of prescribed procedures for establishing and

connecting theorical statements about events.

Deductive –Inductive

Analysis-Synthesis

Historical – Logic

Deductive method

It is a process that gives a general information to obtain a conclusion

with more details. This argument is based on laws and rules deductively,

also a deductive argument is valid, but this not mean that answer is true or

false to conclusion of a point of view about of the research.

Inductive method

An inductive method gives probable conclusion based on experiences

or observation. This method uses the observation to increase the research

about the specific phenomena. This argument to attain the general from

the specific.

Analysis

It is an examination of data and facts to find out and understand cause-

effect relationships, thus providing basis for problem solving.

Synthesis

It is an organization concept and structured where is combined the

information to develop an argument or a perspective of a topic.

34 34

Historical

This method consists in the study of the background, causes and

consequences of this research.

Logic

It is a method that includes scientific concepts to discover the truth that

is used in all disciplines of the knowledge.

3.6 TECHNIQUES AND INSTRUMENTS

It is a set of procedures or resources that are used in any activity, art or

science.

3.6.1 TECHNIQUES

OBSERVATION

SURVEYS

INTERVIEWS

Observation

An observation is a collection of information or dates by using the

senses. Inferences promote the explanation of the observations.

This technique is used to identify the problem situation in the educative

institution that influenced in the students learning of the Public High

School “Canal de Jambelí”.

This instrument generates a perspective about the research according

to the problem of study.

35 35

Surveys

This technique of investigation collects the necessary information,

dates, opinions of the teachers and students, all this to evaluate the

problem situation.

Interviews

It is a conversation in which the teacher expresses her opinion about

the learning process of the students in reading comprehension.

3.6.2 INSTRUMENTS

Observation questionnaires

Survey questionnaires

Interview questionnaires

Observation questionnaires

The instrument that was used in forty-one students and the English

teacher of eighth course of the Public High “Canal de Jambelí”.

Survey questionnaires

The instrument that was used in forty-one students of eighth course of

the institution was the survey that had fifteen close questions with five

alternatives to answer. The answers of the students were essentials in this

investigation for to elaborate a useful proposal. In which were obtained the

follow outcomes.

Interview questionnaires

The English teacher was interviewed with ten open questions. She

provided personal opinions about the English learning process in reading

comprehension.

36 36

3.7 ANALYSIS OF RESULTS

The problem situation that affects English learning of the students was

verified through a triangulation method that was applied through

observation, surveys to the students and teacher interviews, which are the

suitable instruments to provide a necessary information about the

problem.

37 37

3.7.1 ANALYSIS OF THE SURVEY RESULTS

SURVEY TO STUDENTS

SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE

QUESTION 1: Do you like English class?

ALTERNATIVES NUMBER OF RESPONSES

PORCENTAGE

Always 35 85.36%

Almost always 2 4.88%

Sometimes 2 4.88%

Almost Never 1 2.44%

Never 1 2.44%

Total 41 100%

GRAPHIC 1

Always Almost always Sometimes Almost never Never

3% 2%

5% 5%

85%

Source: research result

Elaboration: Anny Barahona and Karen Sánchez

ANALYSIS

85% of the answers from the survey were positive .This means that the

students like to learn this language that contributes in the society to know

other cultures with different language.

38 38


SURVEY TO STUDENTS


QUESTION 2: Is your English class interesting?


PORCENTAGE

Always 10 24.39%


Sometimes 10 24.39%


Never 2 4.88%

Total 41 100%

GRAPHIC 2


5%

20%

24%

24%

27%



ANALYSIS

The result have shown that 27% of the students consider this

class interesting and the other part need to be motivated to learn the

English language with great enthusiasm.

39 39


SURVEY TO STUDENTS


QUESTION 3: Is easy to learn English as a foreign language?


PORCENTAGE

Always 2 4.88%


Sometimes 20 48.78%


Never 6 14.63%

Total 41 100%

GRAPHIC 3


12%

5% 15%

19%

49%



ANALYSIS

49% shows that the students consider this language complicated of

learning ,but it is not imposible,for this reason it is very important to

reinforce the skills in this foreign language.

40 40


SURVEY TO STUDENTS


QUESTION 4: Do you think English class is important in education?


PORCENTAGE

Always 30 73.17%


Sometimes 2 4.88%


Never 0 0%

Total 41 100%

GRAPHIC 4


0%

5% 5%

17%

73%



ANALYSIS

The majority of the students consider necessary to acquire knowledge

in this language for generating new opportunities in different situations of

life.

41 41


SURVEY TO STUDENTS


QUESTION 5: Do you have problems to read in English?


PORCENTAGE

Always 28 68.29%


Sometimes 3 7.32%

Almost Never 0 0%

Never 0 0%

Total 41 100%

GRAPHIC 5


0% 0%

7%

25%

68%



ANALYSIS

This study indicates that the majority of the students need to practice

reading in class to resolve the problems or obstacles that this activity

involve.

42 42


SURVEY TO STUDENTS


QUESTION 6: Do you think the reading activity is necessary for learning

English language as a foreign language?


PORCENTAGE

Always 35 85.36%


Sometimes 2 4.88%


Never 1 2.44%

Total 41 100%

GRAPHIC 6


3% 2%

5% 5%

85%



ANALYSIS

Most of the students think that this activity supports the learning

process in this language, because it involves the different skills of English

language.

43 43


SURVEY TO STUDENTS


QUESTION 7: Do you think that the reading comprehension practice

supports your acquisition of English?


PORCENTAGE

Always 35 85.36%


Sometimes 2 4.88%


Never 1 2.44%

Total 41 100%

GRAPHIC 7


3% 2%

5% 5%

85%



ANALYSIS

The result of this survey shows that 85% of the students consider

reading comprehension important; in this process they can learn in context

the English language as a foreign language, in a more effective way.

44 44


SURVEY TO STUDENTS


QUESTION 8: Are your English classes interesting, dynamic and didactic?


PORCENTAGE

Always 8 19.51%


Sometimes 10 24.39%


Never 2 4.88%

Total 41 100%

GRAPHIC 8


5%

15%

24%

19%

37%



ANALYSIS

37% showed that almost always they are interested, but it is necessary

to do innovative activities that involve the students in the learning and

teaching process.

45 45


SURVEY TO STUDENTS


QUESTION 9: Which one of following options are used frequently in

Reading classes? Highlight -listening -dictionary - preview - outline -

summary - key words – glossary


PORCENTAGE

Always 20 48.78%


Sometimes 8 19.51%


Never 0 0%

Total 41 100 %

GRAPHIC 9


0%

10%

19%

49%

22%



ANALYSIS

49% of the students use the majority of the option at the moment

of reading a text .this shows that these activities are essential and

frequently used.

46 46


SURVEY TO STUDENTS


QUESTION 10: Do you think reading comprehension process enhances

you learning in English language?


PORCENTAGE

Always 25 60.97%


Sometimes 3 7.32%


Never 1 2.44%

Total 41 100%

GRAPHIC 10


3%

5% 7%

24%

61%



ANALYSIS

This answers were positive .This means that the students to learn

when reading an interesting text are connected with the reader with the

main idea expressed in the text and widen their knowledge.

47 47


SURVEY TO STUDENTS


QUESTION 11: Do you consider that a basic reading strategy is

indispensable in the Reading comprehension?


PORCENTAGE

Always 25 60.97%


Sometimes 3 7.32%


Never 0 0%

Total 41 100%

GRAPHIC 11


3% 0%

7%

29%

61%



ANALYSIS

This study indicates that the majority consider essential the basic

reading strategies in the reading comprehension for understand in the

context of the reading, to identify the main idea.

48 48


SURVEY TO STUDENTS


QUESTION 12: Can you analyze and understand the information



PORCENTAGE

Always 4 9.76%


Sometimes 16 39.02%


Never 5 12.20%

Total 41 100%

GRAPHIC 12


12% 10%

20% 19%

39%



ANALYSIS

In this answer the students show that they need to practice reading

comprehension activities to facilitate the fluency in this skill to promote the

knowledge in English language.

49 49


SURVEY TO STUDENTS


QUESTION 13: Do you try to guess the meaning of unknown words or

phrases?


PORCENTAGE

Always 25 60.97%


Sometimes 4 9.76%


Never 0 0%

Total 41 100%

GRAPHIC 13


0%

5% 10%

24%

61%



ANALYSIS

61% try to guess the meaning of unknown terms and related to the

reading, therefore it is very important to identify the key words in the

reading that permit to organize the main idea for the construction of the

reading comprehension process.

50 50


SURVEY TO STUDENTS


QUESTION 14: Do you agree that you should use technological aids in

Reading class for interactive learning?


PORCENTAGE

Always 31 75.61%


Sometimes 2 4.88%

Almost Never 0 0%

Never 0 0%

Total 41 100%

GRAPHIC 14


0% 0%

5%

19%

76%



ANALYSIS

76% consider a good idea to implement technological aids in class for

facilitating the learning and teaching process in the acquisition of the

English language and to increase the critical thinking.

51 51


SURVEY TO STUDENTS


QUESTION 15: Do you think that the interactive class supports to increase

collaboration in English class?


PORCENTAGE

Always 23 56.10%


Sometimes 7 17.07%


Never 0 0%

Total 41 100%

GRAPHIC 15


3% 0%

17%

24% 56%

Graphic # 15: Analysis – Synthesis of Question # 13.


Authors: Anny Barahona and Karen Sánchez

ANALYSIS

The majority of the students think that when the class is interactive, it

motivates the participation, therefore it is necessary for students to

participate in class in order to obtain a good result in this essential process

of learning.

52 52

Highlight listening dictionary Preview Outline summary key words glossary

3.8.1. SURVEY

Objective: To collect information about the teaching and learning process

of the reading comprehension in a foreign language.

Always=1 Almost Always=2 Sometimes=3 Almost Never=4 Never=5

STUDENTS 1 2 3 4 5

1 Do you like English class?

2 Is your English class interesting?

3 Is easy to learn English as a foreign language?

4 Do you think English class is important in Education?

5 Do you have problems to read in English?

6 Do you think the reading activity is necessary for learning English language as a foreign language?

7 Do you think that the reading comprehension practice supports your acquisition of English?

8 Are you English classes interesting, dynamic and didactic?

9 Which one of following options are used frequently in Reading classes?

10 Do you think reading comprehension process enhances you learning in English language?

11 Do you consider that a basic reading strategy is indispensable in the Reading comprehension?

12 Can you analyze and understand the information presented in a text?

13 Do you try to guess the meaning of unknown words or phrases?

14 Do you agree that you should use technological aids in Reading class for interactive learning?

15 Do you think that the interactive class supports to increase collaboration in English class?

53 53

3.8.2.OBSERVATION GUIDE

Institution: High School "Canal de Jambelí"

Direction: Guasmo Sur Pre-Cooperativa Guayas y Quil n°2 Mz 2384

Support: Public

Labour regime: Costa Zone: 1 Distrito: 8 Parroquia:

Ximena

Section: Diurna Type: Mixed Subject:

English

Topic: Day: Hour:



Always=1 Almost Always=2 Sometimes=3 Almost Never=4

Never=5

STUDENTS 1 2 3 4 5

1 Pay attention to the issue of class.

2

3 Participation in class.

4 Includes instructions for the class.

5 Meet the assigned tasks.

54 54

3.8.3. OBSERVATION GUIDE



Support: Public


Ximena


English

Topic: Day: Hour:




Never=5

TEACHER 1 2 3 4 5

1 Management techniques of learning activities.

2 The use of support for reading material.

3 The class involves didactic activity.

4 Carries out activities to enhance reading comprehension.

5 Work on group activities to increase the participation of the students.

55 55



SCHOOL OF LANGUAGE AND LINGUISTIC

INTERVIEW TO THE ENGLISH TEACHER OF PUBLIC HIGH SCHOOL

“CANAL DE JAMBELÍ” No.

3.8.4. INTERVIEW



1. Do you think that students can learn a new language by reading in

class?

I think that is so important because this influence in the skills.

2. What is the reading comprehension importance in the learning of

the English language?

The students can to develop their critical thinking.

3. Do you consider that students have reading comprehension

problems?

Sometimes they have difficult to understand a text in another language.

4. Do you prefer to use conventional materials, physical or

audiovisual media to develop reading classes? Why?

I prefer use audiovisual materials because these are so necessary in this

age.

5. What kind of reading works more in class to increase reading

comprehension?

I work different articles as Scientifics, famous people and others.

56 56

6. What are basic reading strategies to promote and stimulate the

student's learning?

To underline, research new words, brainstorming, give different opinions.

7. Do you have the didactic materials to carry out activities in class to

develop reading comprehension?

Sometimes there is not the didactic material to develop reading

comprehension.

8 What are the basic reading strategies that you prefer to reinforce in

class to have a better outcome?

I prefer that the students read and give your opinions about the text.

9. How can you promote reading comprehension in the eighth year

students?

I can promote reading comprehension through interesting readings.

10. Do you think the use of technology allows you to make easier the

process of students learning at the time of activities in class?

I think that is an important didactic material because the students can

learn in easier way.

57 57

3.9. PEARSON CHI SQUARE TEST.

Objective:

To determine statistically if the variables studied have a relationship

between the indepent variable and the dependent variable.

Independent variable: Basic reading strategies.

Dependent variable: Reading comprehension.

Tablas de contingencia

Resumen del procesamiento de los casos

Casos

Válidos Perdidos Total

N Porcentaje N Porcentaje N Porcentaje

Do you consider that a

basic reading strategy is

indispensable in the reading

comprehension? * Do you

have problems to read in

English?

41

100,0%

0

0,0%

41

100,0%

Tabla de contingencia Do you consider that a basic reading strategy is indispensable in the

reading comprehension? * Do you have problems to read in English?

58 58

Recuento

Do you have problems to read in English? Total

Always Almost Always Sometimes

Always

Do you consider that a basic

reading strategy is Almost Always

indispensable in the reading

comprehension? Sometimes

Almost Never

Total

25 0 0 25

3 9 0 12

0 1 2 3

0

28

0

10

1

3

1

41

Pruebas de chi-cuadrado

Valor gl Sig. asintótica

(bilateral)

Chi-cuadrado de Pearson

Razón de verosimilitudes

Asociación lineal por lineal

N de casos válidos

57,636a

47,951

32,231

41

6

6

1

,000

,000

,000

a. 9 casillas (75,0%) tienen una frecuencia esperada inferior a 5. La

frecuencia mínima esperada es ,07.

Analysis:

The test showed that the p-value is< 0.005 that means there is a

relationship of the dependent variable (Reading comprehension) and

Independent variable (Basic reading strategies).

59 59

Medidas simétricas

Valor Error típ.

asint.a

T aproximadab Sig.

aproximada

Intervalo por

intervalo R de Pearson

Correlación de

Ordinal por ordinal Spearman

N de casos válidos

,898

,879 41

,040

,061

12,720

11,528

,000c

,000c

a. Asumiendo la hipótesis alternativa.

b. Empleando el error típico asintótico basado en la hipótesis nula.

c. Basada en la aproximación normal.

Frecuencias

Estadísticos

Do you consider

that a basic

reading strategy

is indispensable

in the reading

comprehension?

Do you have

problems to read

in English?

Válidos

N

Perdidos

Media

Varianza

41 41

0

1,51

,556

0

1,39

,394

60 60

Tabla de frecuencia

Do you consider that a basic reading strategy is indispensable in the reading

comprehension?

Frecuencia Porcentaje Porcentaje válido Porcentaje

acumulado

Always

Almost Always

Válidos Sometimes

Almost Never

Total

25 61,0 61,0 61,0

12 29,3 29,3 90,2

3 7,3 7,3 97,6

1 2,4 2,4 100,0

41 100,0 100,0

Do you have problems to read in English?

Frecuencia Porcentaje Porcentaje válido Porcentaje

acumulado

Always

Almost Always

Válidos Sometimes

Total

28 68,3 68,3 68,3

10 24,4 24,4 92,7

3 7,3 7,3 100,0

41 100,0 100,0

Histograma

61

62 62

3.10. CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

The result of this study demonstrated the need to develop this project,

which promotes the basic reading strategies in reading comprehension

with virtual stories.

The students are very pleased with the design of a virtual storybook

with traditional stories that includes basic reading strategies for developing

reading comprehension in class.

This proposal reinforces the learning and teaching process to acquire

new knowledge in other language as English that is considered global

language in the communication in different parts of the world.

The students considered that English is easier to learn when included

technological strategies inside of class are.

The technology is a favorable alternative for learning the English

language as a foreign language, which motivates the students to

participate in class and practice this language.

63 63

RECOMMENDATIONS

The teacher should practice reading comprehension in class to

reinforce the learning in English language as a foreign language.

To implement adequate reading materials according to the level of the

students.

To use a great support that contributes to the acquisition of the new

knowledge in the students of eight course to increase analytical thinking.

To use the audio-visual aids to increase the interest and knowledge in

this activity.

To practice different activities that not so repetitive to motivate the

reading comprehension in the students.

64 64

CHAPTER IV

THE PROPOSAL

4.1. TITLE: VIRTUAL STORYBOOK WITH TRADITIONAL STORIES

THAT INCLUDES BASIC READING STRATEGIES FOR DEVELOPING

READING COMPREHENSION IN ENGLISH CLASS.

4.2. JUSTIFICATION

The design of this didactic material is necessary for improving the

reading comprehension in the students of eighth grade that cannot reach

the main idea about the text. For this reason, it is essential to have a

technological resource such as a virtual storybook with traditional stories

that help to improve basic reading strategies that are used in class.

This proposal is designed in order to promote an interactive learning to

increase the collaboration of the students in different activities for the

practice of the English language and raise motivation in reading

comprehension.

Thus, students could visualize the text, infer or interpret the sentences

in context and some other creative and interesting activities. This way they

also develop critical thinking.

65 65

4.3. OBJECTIVES

4.3.1. GENERAL OBJECTIVE

To promote reading comprehension with a virtual storybook that

includes basic reading strategies in traditional stories for developing

learning in English language as a foreign language.

4.3.2. SPECIFIC OBJECTIVES

To use the didactic material to improve the activities in class through

traditional stories.

To interact with a multimedia reading in English, and work in groups.

To express the main idea of the story for identifying the importance of

the reading, and the betterment of the knowledge in a foreign language.

To compare students different points of view in class about the story.

4.4. THEORETICAL FOUNDATION

The design of this virtual storybook with traditional stories is based on

the following foundations:

4.4.1. DIDACTIC FOUNDATION

From the didactic perspective, this research is supported by Stoker´s

theory (1964) the importance in the education. It is in part scientist

knowledge, in part a knowledge of technology and in part technical

knowledge.

66 66

4.4.2. LINGUISTIC FOUNDATION

The Linguistic Foundation of this research is supported by Christiane

Nord (2005) about the communicative competence in reading

comprehension. The importance of a text, which can be realized by a

combination of verbal and non-verbal means.

4.4.3. PSYCHOLOGICAL FOUNDATION

From the psychological perspective, this research is supported by

Siegler (2006) that mentions the importance of mental process in the

teaching and learning process support to develop of the new knowledge.

4.4.4. PHILOSOPHICAL FOUNDATION

From the philosophical field, the study of axiology is supported by

Gonzáles Lucini (2002) in the human values of the educative environment,

this science is necessary in the teaching and learning process.

4.4.5. SOCIOLOGICAL FOUNDATION

The Sociological Foundation in this study is supported by Davies S &

Guppy (2010). That involves interaction process for communicating with

other persons and obtain a better educative environment.

4.4.6. PEDAGOGICAL FOUNDATION

From the pedagogical field this study is supported by Betty Galarza

Mena (2012) describes didactic resources used in in the reading process

for creating motivation, innovation in communication, to do the learning

process more fun and dynamic applying methods, strategies and

materials.

4.4.7. TECHNOLOGICAL FOUNDATION

From the technological perspective, this research is supported by H.H

Stern (2011), which involves multimedia aids in class to promote the

learning and teaching process in class.

67 67

4.4.8. LEGAL FOUNDATION

This Legal Foundation is supported by a framework that is related to

the LOEI (Intercultural Education Organic Law) in Ecuador and the

National Plan for Good Living in the educative field which is explained

thoroughly in chapter two.

4.5. FEASIBILITY OF ITS APPLICATION

This proposal is flexible for putting into practice in class the reading

comprehension, because in this educational institution there is a

laboratory for doing activities through technological means to improve

reading comprehension in students.

Nowadays, technology is most commonly used in class, this creates

positive attitudes in the students through the teaching and learning

process based on the communicative approach.

This proposal under the economical perspective is feasible because is

not necessary invest so much money in a CD that can be reproduced in all

computers.

TECHNICAL

This project involves different instruments for its elaboration as

audiovisual-text, laboratory, and computers. That complements the

elaboration process in the construction of this proposal.

HUMAN

This process implied the help of different authorities as the project

advisor, principal of the Educative Institution, teacher, students and

researchers.

68 68

LEGAL

The legal framework in this project is related to the LOEI (Intercultural

Education Organic Law) in Ecuador that included in the Chapter third of

student rights article 7 literal a.-The students are actors in the educational

process, for generating an interactive class.

Chapter fourth of the rights and obligation of the teachers article 11 literal

I.-The teacher monitoring students learning to develop the different

competencies, abilities, skills in the learning process.

POLITICAL

This proposal uses technological resources according to how it is

mentioned in the National Plan for Good living based in the objective 4.4

that cites the quality of education should be based on critical thinking, logic

and creative reasoning in all educative levels.

4.6. DESCRIPTION

This proposal implements different activities that contribute to the

development of reading comprehension with the use of multimedia

resources adapted for the teaching and learning process in English. The

texts are presented visually with audio integrated which not only supports

the development of reading comprehension but also can be used for other

communicative activities in class. For instance, in the Pre-reading

methodological stage, the activity introduced increases the imagination

about the topic through brain storming, word splash and visual aids.

While-reading: to permit the comprehension for obtaining the main idea

through different processes such as: inferring, synthesizing and selecting

key sentence.

Post-reading: according to the result of the reading, to clarify ideas

with creative testing, or question and answer to establish a relationship

with the text.

69 69

4.7. CONCLUSION

The technology is a favorable alternative for learning English as a

foreign language through reading comprehension with interactive videos

or multimedia that has increased motivation in the students to participate

in class and practice this language. This new teaching resource contains

basic strategies for reading and for making the teaching and learning

process easier.

The use of technology strengthens the reading comprehension to ease

the acquisition of a new knowledge without much complications and

reinforces a critical thinking in the students. Furthermore, it develops them

intellectually, socially and emotionally.

POLICIES

The Educative Institution is interested in to apply this project that

supports the reading comprehension in English as a foreign language to

create a better environment in this educative process.

BENEFICIARIES

The students of eighth course of the Public Educative Institution “Canal

de Jambelí” located in Guasmo sur pre-cooperativa Guayas y Quil N°2 Mz

2384, teachers and society that would like to apply it.

SOCIAL IMPACT

To involve audiovisual aids in the reading comprehension class with

innovative activities, in this technological age.

70 70

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ANNEXS

73

74

ANNEX ONE

DOCUMENTS

Letter of tutor approval

Letter of permission of the educational institution

77

ANNEX TWO

URKUND screenshot showing the percent of similarities

found.

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ANNEX THREE

EVIDENCES

Photographic Evidence.

Report of tutoring sessions.

UNIVERSITY´S LIBRARY

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INSTITUTION

THE

THE STUDENTS OF 8 th GRADE IN THE CLASSROOM

THE STUDENTS IN THE ENGLISH LABORATORY

TUTOR: PHD. LORNA CRUZ RIZO

In this photo we are getting a tutorial supervision of the project

advisor.

ANNEX FOUR

INSTRUMENTS OF THE INVESTIGATION.

-Observation sheet.

-Surveys questionnaire.

-Interview questionnaire.

OBSERVATION GUIDE



Support: Public


Ximena


English

Topic: Day: Hour:




Never=5

STUDENTS 1 2 3 4 5

1 Pay attention to the issue of class.

2

3 Participation in class.

4 Includes instructions for the class.

5 Meet the assigned tasks.

OBSERVATION GUIDE



Support: Public


Ximena


English

Topic: Day: Hour:




Never=5

TEACHER 1 2 3 4 5

1 Management techniques of learning activities.

2 The use of support for reading material.

3 The class involves didactic activity.

4 Carries out activities to enhance reading comprehension.

5 Work on group activities to increase the participation of the students.

Highlight listening dictionary Preview Outline summary key words glossary

SURVEY



Always=1 Almost Always=2 Sometimes=3 Almost Never=4 Never=5

STUDENTS 1 2 3 4 5

1 Do you like English class?

2 Is your English class interesting?

3 Is easy to learn English as a foreign language?

4 Do you think English class is important in Education?

5 Do you have problems to read in English?

6 Do you think the reading activity is necessary for learning English language as a foreign language?

7 Do you think that the reading comprehension practice supports your acquisition of English?

8 Are you English classes interesting, dynamic and didactic?

9 Which one of following options are used frequently in Reading classes?

10 Do you think reading comprehension process enhances you learning in English language?

11 Do you consider that a basic reading strategy is indispensable in the Reading comprehension?

12 Can you analyze and understand the information presented in a text?

13 Do you try to guess the meaning of unknown words or phrases?

14 Do you agree that you should use technological aids in Reading class for interactive learning?

15 Do you think that the interactive class supports to increase collaboration in English class?



SCHOOL OF LANGUAGE AND LINGUISTIC

INTERVIEW TO THE ENGLISH TEACHER OF PUBLIC HIGH SCHOOL

“CANAL DE JAMBELÍ” No.

INTERVIEW



1. Do you think that students can learn a new language by reading in

class?

2. What is the reading comprehension importance in the learning of

the English language?

3. Do you consider that students have reading comprehension

problems?

4. Do you prefer to use conventional materials, physical or

audiovisual media to develop reading classes? Why?

5. What kind of reading works more in class to increase reading

comprehension?

.

6. What are basic reading strategies to promote and stimulate the

student's learning?

7. Do you have the didactic materials to carry out activities in class to

develop reading comprehension?

8 What are the basic reading strategies that you prefer to reinforce in

class to have a better outcome?

9. How can you promote reading comprehension in the eighth year

students?

10. Do you think the use of technology allows you to make easier the

process of students learning at the time of activities in class?

ANNEX FIVE

PROPOSAL

VIRTUAL

STORYBOOK

DIDACTIC

SUPPORT

INTRODUCTION

Storybook is a book containing stories or a collection of stories

intended for children. These literary pieces were written by outstanding

English speaking writers from children´s literature.

Jacob Grimm (1785-1863) and his brother Wilhelm (1786-1859)

rediscovered a host of fairy tales telling of princes and princesses in their

castles. Together with the well-known tales of “Rapunzel”, “The Goose

Girl”, “Sleeping Beauty”, “Hansel and Gretel”.

Robert Daniel San Souci was a multiple award winning children's

book author. He was a consultant to Disney Studios and was instrumental

in the production of the film Mulan, for which he wrote the story. Mulan is

culturally recognized for her unique role, specifically, in regards to the

character's heroism, ethnicity and disinterest in romance.

Another famous writer whose work is included in this storybook is Sir

James Matthew Barrie, 1st Baronet. He was a Scottish novelist and

playwright, best remembered today as the creator of Peter Pan.

One of the goals of this proposal is to prepare an auxiliary didactic

material that support the basic reading strategies and reinforce the reading

comprehension through of storybooks. This proposal helps the students to

develop their knowledge and skills in a foreign language.

Reading comprehension is the most important skill in the English

language, in addition this proposal is complemented with the technology

that reinforces the learning of the students. It can be the best tool,

resource and key to motivate learners.

https://en.wikipedia.org/wiki/Children%27s_literature

https://en.wikipedia.org/wiki/Children%27s_literature

https://en.wikipedia.org/wiki/Walt_Disney_Animation_Studios

https://en.wikipedia.org/wiki/Mulan_(1998_film)

https://en.wikipedia.org/wiki/Peter_Pan

The presentation of this proposal includes a CD ROM that contains a

combination of texts, sounds, videos and other media to be used in the

laboratory of English class. This presentation can also make easier

learning process of the students at time to read a text.

The virtual storybook with traditional stories have activities to develop

reading comprehension.

The technological format was assisted by a student of multimedia system

at the University of Guayaquil.

TABLE OF CONTENTS

Topic Activities Objetive

Hansel and Gretel Pre-reading While-reading Post-reading

To distinguish general idea from specific details to analyze the reading.

Mulan

Pre-reading While-reading Post-reading

To visualize the topic and make inference about the text and connect the idea with coherency for understanding the argument.

Peter Pan

Pre-reading While-reading Post-reading

To read and analyze the text for the construction of a concrete idea.

OBJECTIVES: *To increase concentration, motivation, and comprehension with interactive reading model.

*To understand the story compare ideas and give different opinions.

*To recognize specific ideas of the reading.

*To compare information about the reading, work in group with an interactive environment.

*To identify the main characteristic.

*To analyze and interpret the basic reading strategies.

*To develop reading comprehension in each story.

CONTENTS Hansel and Gretel Pre-reading .-To present the story through pictures that permit doing an observation of the text. The students can activate their previous knowledge and connect ideas. While-reading. – To choose the correct answer, the most important points of the reading to attain the main idea (context clues). Post-reading. – To write a brief summary including main ideas from the reading text, using information and previous knowledge about storybook to make interpretations with critical judgment.

Mulan Pre-reading.-To visualize the topic

VIRTUAL STORYBOOK

METHODOLOGICAL DESCRIPTION

and make inference about the text and connect the idea for understand the argument. While-reading. -To put the correct word in the blank and to stablish the relation between the sentences with the picture. Post-reading. – With the main information about reading build a short summary, then talk with your partner and distinguish the main aims from reading.

Peter Pan Pre-reading .-To present the story through pictures that permit doing an analysis of the text, which the students can active their preview knowledge and connect ideas.

While-reading.-To match the sentences with the pictures and choose the correct answer. This way they can remember quality aims of the reading. Post-reading. – To collect general ideas and write a short summary. Furthermore give their opinions about the reading to their partner. To analyze the text for building a concrete concepts.

ASSESSMENT At the end of the each activity there is an evaluation of the learning.

*Total question

*Full score

*Passing score

*Your score

*Elapsed

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