Tesis Final Empastar

UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF
EDUCATION
ESPECIALIZATION IN LENGUAGE AND LINGUISTIC
EDUCATIONAL PROJECT
IN PARTIAL FULFILLMENT OF THE REQUERIMENTS FOR THE
DEGREE OF:
LICENCIADO EN LENGUA INGLESA Y LINGSTICA
TITTLE
IMPORTANCE OF READING COMPREHENSION ACTIVITIES IN THE
UNDERSTANDING OF A TEXT FOR THE DEVELOPMENT OF THE
READING SKILL.
PROPOSAL
DESIGN OF A BOOKLET WITH SHORT STORIES AND READING
COMPREHENSION ACTIVITIES
ACTIVITIES.
AUTHORS
AMARILIS ZAMBRANO AVILES
JONATHAN GARCA VERA
TUTOR
MSc. CARLOS VALLE
GUAYAQUIL ECUADOR
2016 2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFA, LETRAS Y CIENCIAS DE LA EDUCACIN
ESCUELA DE LENGUAS Y LINGUISTICAS
MSc. Silvia Moy-Sang Castro MSc. Jos Zambrano Garca

DECANA SUBDECANO
DIRECTOR DE CARRERA Ab. Sebastin Cadena Alvarado
SECRETARIO GENERAL
iii
Guayaquil, 24 de agosto del 2017
MSc.
SILVIA MOY-SANG CASTRO, Arq.
DECANA DE LA FACULTAD DE FILOSOFA,
LETRAS Y CIENCIAS DE LA EDUCACIN
CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofa, Letras y Ciencias

de la Educacin me designaron Consultor Acadmico de Proyectos
Educativos de: Licenciatura en Ciencias de la Educacin, Mencin: Ingls,
el da 26 de octubre del 2016.
Tengo a bien informar lo siguiente:
Que los integrantes: GARCA VERA JONATHAN IVN con C:C:
0927337196 y ZAMBRANO AVILS AMARILIS BETZABETH con C:C:
0919331116, disearon el proyecto educativo.
TOPIC: IMPORTANCE OF READING COMPREHENSION ACTIVITIES IN
THE UNDERSTANDING OF A TEXT FOR THE DEVELOPMENT OF
READING SKILL. PROPUESTA: DESIGN OF A BOOKLET WITH SHORT
STORIES AND READING COMPREHENSION ACTIVITIES.
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 APROBACIN
del proyecto, y pone a vuestra consideracin el informe de rigor para los
efectos legales correspondiente.
Atentamente
.
MSc Carlos Valle
CONSULTOR ACADMICO
iv
Guayaquil, 4 de septiembre del 2017
MSc
SILVIA MOY-SANG CASTRO, Arq.
DECANO DE LA FACULTAD DE FILOSOFA,
LETRAS Y CIENCIAS DE LA EDUCACIN
Ciudad.-
Para los fines legales pertinentes comunico a usted que los derechos
intelectuales del proyecto educativo con el tema:
IMPORTANCE OF READING COMPREHENSION ACTIVITIES IN THE
UNDERSTANDING OF A TEXT FOR THE DEVELOPMENT OF THE
READING SKILL.
PROPUESTA: DESIGN OF A BOOKLET WITH SHORT STORIES AND
READING COMPREHENSION ACTIVITIES
Pertenecen a la Facultad de Filosofa, Letras y Ciencias de la Educacin.
Atentamente,
AMARILIS ZAMBRANO JONATHAN GARCA

C.I.: 0919331116 C.I.: 0927337196
v
ESCUELA DE LENGUAS Y LINGUISTICAS
PROYECTO
TOPIC: importance of reading comprehension activities in the

understanding of a text for the development of the reading skill.
PROPOSAL: Design of a booklet with short stories and reading
comprehension activities
APROBADO
..
Tribunal No 1
.... .
Tribunal No 2 Tribunal No 3
AMRILIS ZAMBRANO JONATHAN GARCA

C.I.: 0919331116 C.I.: 0927337196
vi
EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO
LA CALIFICACIN DE:______________
EQUIVALENTE A: ______________
TRIBUNAL
______________ ______________
______________
vii
DEDICATION
This work is dedicated to my mother, for me, the best mom ever,
the person who sacrificed every of her nights for my well-being.
There were many difficulties on the way that were not stronger than the
desire to complete this goal, the daily motivation received from my mom
and the trust in God was the principal reason to keep on this dream that
now comes to be real.
Jonathan Garca Vera

viii
DEDICATION
Every challenging work needs self-efforts as well as guidance of elders

especially those who were very close to my heart. I dedicate my humble
effort to my sweet and loving parents whose example, affection, love,
encouragement and diary prayers make me able to get such success and
be grateful with God all the time, they will forever inspire me.
All my academic achievements are also dedicated to my daughters,

husband and my best friend, because they always gave me the strength to
keep in the way to finish my career, be a better person every day and
encourage me to go on in every adventure, especially this one.
Amarilis Zambrano Avils

ix
ACKNOWLEDGEMENT
We thank God because he has strengthened us in moments when

we wanted to surrender, because he has raised us when we were fallen
and because without his help this achievement would not have been
possible.
Thanks to all the members of educational community teachers,

partners and friends, those who have helped us a lot with their support
during this final step to do it as well as possible.
Thanks to all of you.
Jonathan Garca Vera & Amarilis Zambrano Avils

x
NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM
TITLE AND SUBTITLE: Importance of Reading Comprehension activities in the
understanding of a text for the development of the reading skill. Design of a booklet
with short stories and reading comprehension activities.
AUTHORS: Amarilis Betzabeth ADVISOR: MSc. Carlos Valle
Zambrnao Avils and Jonathan Ivn
Garcia Vera REVIEWERS:
INSTITUCIN: FACULTY: Faculty of Philosophy, Letters, and
Universidad de Guayaquil Sciences of Education
CARRERA: Languages and Linguistics

DATE OF PUBLISHING: NUMBER OF PAGES:
DEGREE OBTAINED: Licenciatura en Ciencias de la Educacin, mencin en Lengua
Inglesa y Lingstica
THEMED AREAS: English Language
KEY WORDS: Reading Skill, Reading Comprehension
ABSTRACT: The aim of the thesis is to analyze the importance of the activities
to develop the reading comprehension ability in the English language held in Colegio
Fiscal Luis Enrique Gngora. In this work the current situation of the group of eighth
grade students of basic education is explained, who were the object of this study that is
specifically focused on reading skill.
The thesis is composed of four chapters, each one dealing with different aspects
about the reading skill that have served to sustain this work using the means of
scientific research. This research is the result of many hours of work, observation and
analysis through surveys aimed at students and information that was collected from the
interview to the teacher of English subject.
All this process was done to improve reading comprehension skills in the
institution's students, since the level of public schools is low. In addition, through this
project the implementation of a teaching material specifically aimed at reinforcing and
enhancing reading ability in the English language, or which will help students to enrich
their lexicon on this language while practicing and improving their pronunciation, which
would result in a better level of knowledge in the English language.
REGISTRATION NUMBER (in data CLASSIFICATION NUMBER:
base):
URL ADDRESS (thesis on the web):
ATTACHED PDF: Xx SI NO
AUTHOR(S) NAMES AND Telfono: E-mail:

CONTACT 0993606090 amibeth_15@hotmail.com
Zambrano Avils Amarilis 0982061068 jonnyxtar41@gmail.com
Garca Vera Jonathan
CONTACT IN THA INSTITUTION: NAME: Secretarial of the School of
Languages and Linguistics
TELEPHONE: (04)2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGA
FICHA DE REGISTRO DE TESIS
TTULO Y SUBTTULO: Importancia de las actividades de Comprensin de Lectura en la
comprensin de un texto para el desarrollo de la habilidad de lectura. Diseo de un folleto con historias
cortas y actividades de comprensin de lectura
ocupaciones.
AUTOR/ES: Amarilis Betzabeth TUTOR: MSc. Carlos Valle
Zambrnao Avils y Jonathan Ivn
Garcia Vera REVISORES:
INSTITUCIN: FACULTAD: Facultad de Filosofa, Letras y Ciencias
Universidad de Guayaquil de la Educacin
CARRERA: Lenguas y Lingstica

FECHA DE PUBLICACIN: No. DE PGS:
TTULO OBTENIDO: Licenciatura en Ciencias de la Educacin, mencin en Lengua

Inglesa y Lingstica
REAS TEMTICAS: Lengua Inglesa
PALABRAS CLAVE: Habilidad de Lectura, Comprensin de Lectura

RESUMEN: El objetivo de la tesis es analizar la importancia de las actividades para
desarrollar la capacidad de comprensin lectora en ingls del Colegio Fiscal Luis Enrique
Gngora. En este trabajo se explica la situacin actual del grupo de estudiantes de octavo
grado de educacin bsica, quienes fueron el objeto de este estudio que se enfoca
especficamente en la habilidad de lectura.
La tesis se compone de cuatro captulos, cada uno de los cuales aborda diferentes aspectos
sobre la habilidad lectora que han servido para sustentar este trabajo utilizando los medios de
la investigacin cientfica. Esta investigacin es el resultado de muchas horas de trabajo,
observacin y anlisis a travs de encuestas dirigidas a los estudiantes e informacin que se
recab de la entrevista al docente de asignatura de ingls.
Todo este proceso se realiz para mejorar las habilidades de comprensin lectora en los
estudiantes de la institucin, ya que el nivel de las escuelas pblicas es bajo. Adems, a
travs de este proyecto la implementacin de un material didctico especficamente dirigido a
reforzar y mejorar la capacidad de lectura en ingls, o que ayudar a los estudiantes a
enriquecer su lxico en este idioma mientras practican y mejoran su pronunciacin, lo que
resultara en una mejor nivel de conocimiento en ingls.
No. DE REGISTRO (en base de No. DE CLASIFICACIN:

datos):
DIRECCIN URL (tesis en la web):

ADJUNTO PDF: Xx SI NO
CONTACTO CON Telfono: E-mail:

AUTOR/ES 0993606090 amibeth_15@hotmail.com
Zambrano Avils Amarilis 0982061068 jonnyxtar41@gmail.com
Garca Vera Jonathan
CONTACTO EN LA INSTITUCIN: Nombre: Secretara de la Escuela de
Lenguas y Lingstica
Telfono: (04)2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
GENERAL INDEX
Authorities ii
Approbations letter iii
Legal objectives iv
Signature page v
Grade sheet vi
Dedication vii
Dedication viii
Acknowledgment ix
General Index x
Chart Index xv
Graphic Index xvi
Abstract xvii
Introduction 1
Chapter I. The problem 3
Context of the investigation 4
Problem of the investigation 4
Conflict situation 4
Scientific fact 5
Causes 5
Formulation of the problem 5
Objectives of investigation 5
General objective 5
xiii
Specific objectives 6
Questions of the research 6
Justification 7
Chapter II. Theorical frame 9
The epistemological foundation 9
Reading comprehension activities 9
Reading comprehension 9
Importance 10
Assessment 11
Assessment strategies and techniques 13
Scaffolding 13
Formative assessment 14
Prior learning 14
Effective feedback 15
Jigsaw technique 16
Text cohesion 16
What is text cohesion? 16
Types of reading texts 17
Novels 17
Newspapers 17
Comic books 18
Short stories 18
Reading skill 18
xiv
Definition 18
Cognitive functions 19
Abilities 20
Executive control 20
Summarizing 20
Paraphrasing 21
Retrieve relevant background knowledge 22
Reading techniques 22
Skimming 22
Scanning 23
Motivation 24
Types of reading 24
Oral reading 24
Silent reading 25
Critical reading 25
Intensive reading 26
Extensive reading 26
Common mistakes 27
Translation 27
Misreading words 28
Regression 29
Conclusion 29
Theorical foundation 30
xv
Philosophical foundation 30
Pedagogical foundation 30
Sociological foundation 32
Legal foundation 33
Chapter III. Methodology design 35
Types of investigation 35
Qualitative 35
Descriptive research 36
Correlational research 36
Quantitative research 36
Population and sample 37
Operationalization of variables 38
Research methods 39
Quantitative data collection 39
Qualitative data analysis 39
Techniques and instruments of investigation 40
Direct observation 40
Surveys 40
Interviews 40
Classroom observation sheet 41
Interview to the English teacher 42
Survey to the students 43
Analysis and interpretation of results 44

xvi
Classroom observation sheet analysis 44
Analysis and conclusion of the Interview 45
Analysis and interpretation of survey results 48
Variance and chi-square test 59
Conclusions 71
Recommendations 71
Chapter IV. The proposal 72
The title 72
Justification 72
Objectives 73
General objective 73
Specific objectives 74
Theoretical aspects 74
Feasibility of its application 75
Financial 75
Legal 75
Technical 76
Human resources 76
Political 76
Description 77
Conclusions 78
Bibliography 79
References 80
xvii
CHART INDEX
Chart N 1.- Distribution of the population 37

Chart N 2.- Distribution of the sample 37
Chart N 3.- Operalization of variables 38
Chart N 4.- I like to read in English 48
Chart N 5.- I participate in reading activities 49
Chart N 6.- I like the book that I use in classes 50
Chart N 7.- I develop my interest on reading 51
Chart N 8.- I comprehend the readings from my English book 52
Chart N 9.- I would like to work with other texts 53
Chart N 10.- I know the benefits of reading 54
Chart N 11.- My English teacher encourages me to practice 55
Chart N 12.- I develop my imagination when I read 56
Chart N 13.- I develop my reading comprehension 57
Chart N 14.- I would like to experiment new reading activities 58
Chart N 15.- Variance test and chi-square test 59
Chart N 16.- Chi-square test. Item N 1 60
xviii
GRAPHIC INDEX
Graphic N 1.- I like to read in English 48
Graphic N 2.- I participate in reading activities 49
Graphic N 3.- I like the book that I use in classes 50
Graphic N 4.- I develop my interest on reading 51
Graphic N 5.- I comprehend the readings from my English book 52
Graphic N 6.- I would like to work with other texts 53
Graphic N 7.- I know the benefits of reading 54
Graphic N 8.- My English teacher encourages me to practice 55
Graphic N 9.- I develop my imagination when I read 56
Graphic N 10.- I develop my reading comprehension 57
Graphic N 11.- I would like to experiment new reading activities 58
Graphic N 12.- Frequency histogram. Item N 1 60
xix
SISTEMA DE EDUCACIN PRESENCIAL
ESPECIALIZACIN INGLS
ABSTRACT
The aim of the thesis is to analyze the importance of the activities to
develop the reading comprehension ability in the English language held in
Colegio Fiscal Luis Enrique Gngora. In this work the current situation of
the group of eighth grade students of basic education is explained, who
were the object of this study that is specifically focused on reading skill.
The thesis is composed of four chapters, each one dealing with

different aspects about the reading skill that have served to sustain this
work using the means of scientific research. This research is the result of
many hours of work, observation and analysis through surveys aimed at
students and information that was collected from the interview to the
teacher of English subject.
All this process was done to improve reading comprehension skills

in the institution's students, since the level of public schools is low. In
addition, through this project the implementation of a teaching material
specifically aimed at reinforcing and enhancing reading ability in the
English language, or which will help students to enrich their lexicon on this
language while practicing and improving their pronunciation, which would
result in a better level of knowledge in the English language.
KEYWORDS: READING, COMPREHENSION, READING

SKILL, STRATEGIES, READING ACTIVITIES.
INTRODUCTION
The understanding of what is read is not easy many times,

especially when it comes to a language that is not well known, for this
reason the development of reading skill is necessary. For students who
are learning or a new language it is necessary to strengthen every skill,
since the demand of society offers many benefits and opportunities for
those who know the English language.
This project tries to focus the student to develop a correct reading in

the English language through the use of varied activities designed
exclusively for this skill. The objective is to increase the student's
vocabulary, to understand the main ideas of an abstract and to follow it in
an orderly way so that it can be expressed with a coherent thought.
Chapter I. The problem.- The problem is located in a context and

the conflict situation is presented, the causes and consequences are
established, the problem is defined, posed and evaluated; Here we also
find the objectives and the justification and importance of the problem and
other aspects that are presented in its problem.
Chapter II. Theoretical Framework.- It presents the antecedents of

study in which it is explained and the relation that exists with other
investigations, then the theoretical foundation is presented where a
bibliographical investigation is held amplifying the subject significantly.
This chapter also presents the research hypotheses, the dependent and
independent variables and the respective conceptual definitions. The
chapter concludes with the legal basis of investigation.
1
Chapter III. Methodology. - Presents the design of the research
through the modality and type of research; In addition the population and
the sample of the investigation are presented, the operationalization of
variables and the research instruments. It is also present the analysis and
interpretation of the results of the research through the presentation of the
information with their respective statistical tables and their graphic
representation.
Chapter IV. Presentation of the Proposal.- This chapter presents

the proposal developed in this thesis as an option of intervention in the
problem investigated. That is to say a module of motivation to develop the
reading ability by means of comprehension activities.
2
CHAPTER I
THE PROBLEM
CONTEXT OF THE INVESTIGATION
Learning a new language is a difficult work for the ones who have
not had proper preparation since kindergarten. In Ecuador, there are some
institutions, where the process of obtaining a second spoken language is
difficult. This has happened in the public institution Elias Rivero Gngora
where, for many years, English has not been developed in an accurate
manner because of the degree of difficulty in the acquiring process of the
language taught. When there is not a good foundation in the teaching of
this language since childhood, is notorious, even more if the teacher does
not have or does not use teaching methodology techniques properly that
allow students to develop each skill that involve the English language so
that students can communicate efficiency in this new language acquisition.
When the necessary language learning components are

considered, the ability of reading takes a significant role as it contains
graphemes that when read aloud are transformed into phonemes.
Therefore, reading is an extraordinary achievement when considering the
levels and components that come into play during this process as the
acquisition of an extensive vocabulary, knowledge of various subjects
about different cultures and the ability to understand different types of
texts, which will help to improve pronunciation of words.
The activities carried out in classes, play an important role for the
students to feel motivated and confident in the process of learning English
language, this process is critical and becomes the essential activity for the
acquisition of new knowledge, and even for the development of the four
language skills: Reading, speaking, listening and writing.
3
A previous observation confirmed that the students of 8th year of
basic education from Colegio Fiscal Luis Enrique Gngora need activities
for reading comprehension that get the students interest in the English
language through easy, understandable and fun exercises, for this reason,
a booklet with short stories and activities for the reading comprehension is
a great idea to solve the problematic situation detected.
PROBLEM OF THE INVESTIGATION
CONFLICT SITUATION
The shortage of activities that encourage reading in the classroom

has become a major factor in Luis Enrique Gongora Fiscal College,
located in District 8 in the city of Guayaquil, according to the empirical
observation that took place by the researchers in this institution, reflecting
as a result, students with low interest the habit of reading because they
say not to have, perhaps, an extensive vocabulary that allows them to
understand the whole context of a paragraph. English teachers have some
problems at the time of teaching English as second language, due to the
insufficiency of a proper material that engages Luis Enrique Gngora
students in the establishment of learning the reading skill. Therefore,
teachers must take part of their free time to create or acquire extra
material for teaching. This helps to reduce part of the problem, but does
not solve it at all. This situation, is linked with an inadequate infrastructure
and scarce materials, creates an unfavorable environment in order to
develop the ability of reading adequately.
4
SCIENTIFIC FACT
Low skill development of the reading ability in the students of 8 th

basic year of EGB Colegio Fiscal Luis Enrique Gngora, Zone 8, district
09D05, located Guayaquil city, province of Guayas, school year 2016-
2017. According to the questions done to the teachers that work in this
institution, students lose continuously interest to read in the English
language and one of the main reason of this is because students do not
have a specific material created to focus on this skill.
CAUSES
Shortage of Reading comprehension activities

Poor domain of Reading Techniques
Insuffiency of didactic material
Disconnection with technology
FORMULATION OF THE PROBLEM
What is the importance of the reading comprehension activities in

the understanding of a text to develop the Reading skill in the students of
8th year of basic education at Escuela de Educacin Bsica Completa
Fiscal Elas Rivero Gngora in Guayas Province, school year 2016
2017?
OBJECTIVES OF INVESTIGATION
GENERAL OBJECTIVE
To diagnose the level of reading comprehension through statistical

study for the design of a booklet with short stories and activities to improve
the reading skill.
5
SPECIFIC OBJECTIVES
To demonstrate the level of reading comprehension in the class

through a statistical analysis, and an interview to the English
teacher.
To identify the endogenous and exogenous factors that influence in

the reading learning process thought a questionnaire applied to the
students.
To characterize the types of reading to be used through

bibliographical study and a survey to be applied to the students
To design of a booklet with reading comprehension activities based

on the data gathered.
QUESTIONS OF THE RESEARCH
1. What didactic techniques will be used to improve the development

of the reading skill inside the classroom?
2. What opportunities could receive the students with the performance
of this project?
3. How will the materials be applied for the reading skill?
4. What kind of stories the booklet will include to motivate the students
with the reading skill?
5. How much time is this project going to focus on the reading ability?
6
JUSTIFICATION
Over the last few decades, a research in Texas about reading

comprehension has demonstrated important information that help teachers
to know about how readers get the real meaning from what they read and
about the most successful types of activities, procedures, and instructions
to help students become good readers. In the course of the years, the
research has concluded that reading comprehension has passed through
different levels. In the beginning, it was based on a concept of reading as
the application of a set of isolated skills as: identifying words, finding main
ideas, identifying cause and effect relationships, comparing, contrasting
and organizing ideas or sequences. For a long time reading
comprehension was seen as the mastery of these skills.
Another important study conducted in a language class in a state of

the United States of North America, found that the typical comprehension
instruction determined what the study called: the process of mentioning,
practicing, and evaluating. In this system of teaching, teachers indicated a
specific skill that students should apply. This method makes students
practice the skill by completing activities, then evaluated them to see if
students could use the skill correctly.
While cognitive science research was producing helpful information

about comprehension processes, reading education researchers reported
important findings about what comprehension instruction appears to be in
the most effective reading classrooms. This has provided a wealth of
information on what good readers do when they read and what type of
instruction is needed to help students develop this important skill.
The process of English language learning in Ecuador has several

flaws, one of the main that can be cited is the development of reading
7
comprehension. Nowadays the shortage of the appropriate didactic
materials is evident in some public institutions, being this a necessary
resource to motivate students to read.
Some students were not used to read frequently. A research done

in Cuenca emphasized that the students did not have adequate reading
comprehension skill and they thought that read in another language is
about literal translation and do mechanical activities leading to frustration
and demotivation rather than enjoying the richness of the text itself, giving
as the purpose of this problem to create short stories for enhancing
reading comprehension skills.
This project aims to implement innovative learning material that

focuses on the development of reading comprehension through a booklet
with entertaining stories and fun activities that capture the interest of
students so that significant results will be obtained in reading ability as it is
established in the Article 343 of the Constitution of the Republic of
Ecuador, which highlights that the education system will aim to develop
individual and collective capacities that facilitate learning and use of
knowledge and skills.
This work will directly benefit students of the eighth year of basic
education at Luis Enrique Gongora School, located in the province of
Guayas, which will receive a free pedagogical designed material for
enhancing reading skill in the English language. Teachers that work with
students at this level can use this material and adapt it to their curricular
plan, and in this way to have in their hands more teaching resources that
can be used in the classroom as well as noted in the national plan of Good
Living, page 169, where it emphasizes to promote reading spaces out of
the school hours, focusing on children and teenagers with a mechanism of
cultural transmission and generation of knowledge. Through this system
the beneficiaries will learn in a dynamic, efficient and effective way,
rescuing the cultural and linguistic value of the English language.
8
CHAPTER II
THEORICAL FRAME
THE EPISTEMOLOGICAL FOUNDATION
READING COMPREHENSION ACTIVITIES
READING COMPREHENSION
Hock & Mellard (2005) emphasizes that reading comprehension is

the ultimate goal of any reading activity. In other words, reading
comprehension is a cooperative term that describes the action of grasping
ideas and understanding a text with the intellect of a person, it can be
referred as a task that involves the development of many skills. During the
process of reading comprehension, the reader uses skills such as
identifying the main idea of a passage, summarizing the content of a text,
generating questions about the information in the text and looking for clues
that answer those questions.
Reading is a vital achievement in the learning process of a foreign

language and comprehension, indeed, is the understanding of what is
been reading. McNamra (2007) defines comprehension as the ability to
go beyond the words, to understand the ideas and the relationships
between ideas conveyed in a text (p.1). The reading skill involves many
aspects as the activities that the teacher performances in class with the
students, they are an important function in order to have students that
understand what they read at that ability could be evaluated with different
kind of activities where the students need to use their senses and open
their minds for understanding.
9
IMPORTANCE
According to Nacer (2015), reading activity is one of the most

important ways of learning, as it is connected with literacy and civilizational
development as well. This demonstrates that the ignorance of this vital
activity, such as reading, can generate many learning problems. First,
reading activity is a complex process of cognitive development. It works by
decoding symbols to construct meanings, this is known as reading
comprehension. It is a means of acquiring language, communication,
exchange of information and ideas. Reading is an activity with a general
purpose: to develop critical thinking. A person can read in order to obtain
information or verify existing knowledge, or in order to criticize a writer's
ideas or writing style. A person can also read to feel comfort and
enjoyment, or to improve the knowledge of a language.
According to Essays (2015) if we do not understand what we are

reading, we cannot learn or remember it. Many people can read a text,
but not all can understand everything the whole text means. This is
because the reading is not providing any information to the reader. This
happened when the reader simply read the text in a superficial way,
without understanding the content. Therefore, it loses the purpose of
reading as a means to obtain information.
The ability to read and understand at the same time is critical to

success in the class when the teacher gives students a kind of reading
and they try hardly to interiorize all the ideas that the text given express
but the difficulties appear letting show the necessities in the reading
process Readers may encounter any number of roadblocks in the path to
comprehension. Regardless of the locus of the reading problems, teaching
strategies is one of the most effective means of helping students to
overcome them. (McNamara, 2009, p. 34)
10
Santi & Reed (2015) asserts that the ability to process, track and
remember temporal relations shows developmental change in the person,
which is believed to be related to capacity-based difficulties in revising
situation models to accommodate events that are presented out of
sequence (Santi & Reed, 2015) For this reason it is important to be clear
that the same can be said when we speak of the reading comprehension
that corresponds to the development and integration of knowledge
structures used in the learning process
ASSESSMENT
The assessment of reading ability presents many difficulties in

practice because it is not easy to evaluate this area when there are
different levels of language in the same class, so it is essential to
emphasize the importance of the evaluation models as it is mention by
McKenna (2015). Without a model, a reading specialist have no way of
making sense of the observation derived from the reading assessment
battery. (p.9)
All reading assessment is based on a model. This model can be set

by making observations in the classroom or group to be treated. The
reading specialist recognizes the patterns in the information that the
students receive, in this manner they determine the course that the
instructions should take in the evaluation models for the students involved.
According tho the International Reading Association, Inc. and the

National council of Teachers of English (2010), researchers have found
that teachers which had inquired into the assessment role of reading skill
have gathered some interesting data about how to evaluate students by
making them the center of the reading experience, this means to evaluate
the student in relation with their environment.
11
Assessment is the exploration of how the educational environment
and the participants in the educational community support the
process of students as they learn to become independent and
collaborative thinkers and problem solvers. This exploration
includes an examination of the environment for teaching and
learning, the process and products of learning and the degree to
which all participants, students, teachers, administrators, parents
and board members, meet their obligation to support inquiry.
(International Reading Association, Inc., & the National council of
Teachers of English, 2010, p.9)
Oxford University Press (2004), affirms that when there are many
resources that help students to understand a text, it makes possible to
grasp ideas in a better way. With this, the teacher tries to transmit and
extend the students imagination to assimilate the knowledge and give
them the opportunity to develop a good reading comprehension.
Visual organizers are visual frameworks such as figures, diagrams,

charts, etc. used to present structural knowledge spatially in a given
area with the intention of enhancing comprehension and learning.
Visual organizers are effective in terms of helping to elicit, explain,
and communicate information because they can clarify complex
concepts into simple, meaningful, display. They allow users to
visualize the structural concepts of knowledge so that they can
develop a holistic understanding of the content to be learnt. (Oxford
University Press, 2004)
12
ASSESSMENT STRATEGIES AND TECHNIQUES
It is possible for a student to understand different content in

different areas regardless of their level of English proficiency. The
following assessment strategies may help in adapting assessments to
reduce English language difficulties while assessing knowledge of content.
These techniques can be used separately or simultaneously as needed by
the teacher. One of the techniques used in this learning process is the
scaffolding technique.
SCAFFOLDING
Shepard (2005) asserts that Scaffolding refers to supports that

teachers provide to the learner during problem solving, in the form of
reminders, hints, and encouragement, to ensure successful completion of
a task. One of the principal features of scaffolding is that the teacher has
the task of maintaining control of the elements that are beyond the
student's ability. For example, when a chemistry student is learning an
experiment, the teacher in charge gives him pre-written instructions on
how to do the experiment so that he or she can put it into practice.
According to Sawyer (2006) Scaffolding is the support given during

the learning process which is tailored to the needs of the student with the
intention of helping the student achieve his/her learning goals This
concept is brought to education through teacher-student interaction, the
scaffolding theory was used for the first time by Bruner, and American
psychologist, and his colleagues, to explain what happens in the
educational field, where teachers gives their support to the students so
they can use a cognitive strategy that allows them to develop their
potential.
13
This type of technique, occurs between parents and students, when
it is required to learn something, and the learner need a guide that allows
him to learn. This is the reason why the scaffolding allows students, who
are starting to learn something new, to accomplish a task or achieve a
goal that would not achieve without receiving help.
FORMATIVE ASSESSMENT
Shepard (2005) mentions that formative assessment uses insights

about a learner's current understanding to alter the course of instruction
and thus support the development of greater competence. When a
student has detected with a low academic performance in the subject, it is
because there has been a problem with the content that has been taught.
This type of evaluation will help to diagnose where he or she needs to
reinforce in order to improve the learning in the content.
The formative evaluation is not an isolated method but a great

variety of methods used by the teachers to make evaluations about the
process of understanding the student, the learning needs and the
academic progress that is carried out during a period. The formative
evaluation also helps the teachers to identify what students are struggling
to understand, the skills that are becoming hard to acquire or the learning
that they have not achieved yet. Abbott (2014) affirms that the general
goal of formative assessment is to collect detailed information that can be
used to improve instruction and student learning while its happening
PRIOR LEARNING
According to Andersson and Harrys (2006), the recognition of prior

learning is an educational response to the need to widen participation in
education and training for economic advancement and social inclusion.
Prior learning aims to get knowledge at a basic way, without deepening a
14
fact, so the student has a solid foundation where future knowledge will be
built.
There is a strong connection between prior learning and recognition

from a constructivist perspective. A recent study of this educational theory
has shown the connection. The result of the research shows how prior
learning has a central role in the learning process taking into account the
constructivist theory which allows students to build their own knowledge
from what has already been learned.
The students prior learning is taken as the starting point,

particularly in learning conversations where prior learning is made
visible and used, and where participants learn from each other.
Further, new learning is taking place as a consequence of the
recognition process, and the study particularly highlights how prior
experiences could be the basis of new learning in a process of
reflection and discussion. (Fejes, A. & Andersson, P, 2009)
EFFECTIVE FEEDBACK
Feedback is necessary and essential in the learning process. In the

classroom, the kind of feedback that teachers should use should be based
not on re-teaching what has already been learned, but on taking the
student beyond what was taught in the previous class, by asking questions
and analyzing the content, in order to get the learning goal as it is said by
Archer (2010), who declares that feedback should focus on the task,
rather than the individual and should be specific. It should be directly
linked to personal goals. (p.102)
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JIGSAW TECHNIQUE
According to Leyva-Moral and Riu (2016), the Jigsaw Technique is

based on collaborative learning and everyone in the group must play their
part because each student's mark depends on the other students. The
groups can be formed in two ways: either a homogeneous group is formed
or a mixed group is formed. It is the teacher who assigns the task to the
group and designates who will compose the task; In the same way, it is
also responsible for assigning each part of the group the part of the work
that must be done.
TEXT COHESION
WHAT IS TEXT COHESION?
Halliday and Hasan (2013) state that cohesion is the set of

meaning relations that is general to all classes of text that distinguishes
text from non-text and interrelates the substantive meaning of the text with
each other. (p. 26). The main objective of cohesion is not to focus on
what the text means, but on how the text is built so that it has a
grammatical structure and a logical progression between the paragraphs
by semantic or lexical evaluation.
Cohesion can be defined as the characteristic that distinguishes a

sequence of sentences that form a text from a random sequence of
structured sentences. It is a series of lexical, grammatical and other
relationships that provide links between the various parts of a text. When
people speak about cohesion, a distinction should be made between
linguistic cohesion and pragmatic cohesion, also known as coherence.
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TYPES OF READING TEXTS
NOVELS
In the way the literature understands the term, a novel differs from
texts of other genres mainly because it has a rank higher than 60,000
words. In this way, it can be distinguished from the stories for being
longer, presenting several interlaced stories and not having a linear
character. Hoggan and Cranton (2014) perform a study about reading
fiction novel to promote transformative learning.
To determine the type of learning promoted by reading fiction, we

performed qualitative analyses on participants written reflections
following a learning activity that included the reading of a fictional
short story. Our major findings consisted of the following three
categories: promoting change, new perspectives, and fosters critical
reflections. (Hoggan & Cranton, 2014).
NEWSPAPERS
The newspapers can be a material accessible to the consumer's

pocket. It is also full of vocabulary that can help the language learner to
develop the language through the use of a varied lexicon. For this reason
it is advisable to use it in every institution borehole of teaching the English
language.
According to Pan (2014), students can increase their awareness of

current events and develop into knowledgeable citizens of the world
by reading the news. Authentic English news items, however, often
contain difficult linguistic elements that may prevent low-proficiency
students from developing a genuine comprehension of the
material.
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COMIC BOOKS
The comic is a basic tool to promote reading due mainly to its

characteristic visual language. Its main feature is the sequential
organization in vignettes that give the image a story that motivates
reading. The comic, over the years, has begun to be valued as a
sequential art, whose purpose is the transmission of information by
reading this. Bongco (2013) says that reading comic books entails more
activity than watching television (p.27).
SHORT STORIES
Teenagers prefer doing any other work instead of reading; Reading

is boring for the young people, much more when the reading is too
extensive and is completely unconnected to their interests. For this reason
short stories can motivate those readers who do not like extensive
readings. Gorjiana and Payman (2014), state that short stories could be
used as sources of learners' interests and help them to enhance their
vocabulary domain, critical thinking, and a basis for writing models.
(p.151).
READING SKILL
DEFINITION
Reading is the ability to draw meaning from the printed page and
interpret this information appropriately (Grabe & Stoller, 2013, p.13).
Reading is an individual act. When reading people faces a written text.
Although the students are in the classroom with many subjects, reading
the same story, each one performs the act of reading in a personal way.
That is why some people take longer than others to read a text of equal
size, and that is why also when reading a text, not everyone understands
in the same degree what is written there.
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Each person learns and understands a text in different ways, these
can be varied as the images or only with some words that stand out to
make sense to the reader. Another group of people focuses on
understanding the meaning of a sentence. In the art of reading, Cullingford
(2013) explains the following:
The art of reading exhibits how complex is the process of learning;

the translation of idea into action, the use of actions to create ideas,
the recognition of clues, the awareness of context and the
realization that clues can be interpreted I a variety of ways.
(Cullingford, 2013, p.3).
According to McNamara, Jacovina, and Allen (2015), Reading is a

pervasive activity in the classroom, as well as in everyday activities:
comprehending text and discourse is crucial to success and survival in the
modern world. When people start to read they associate what they read
with some things they know or have lived and using their imagination, their
minds open up after they can understand what they read with ease.
Reading is a process where the person and the text are the main
protagonists, the person can assimilate the text creating images of the
mind, recreating the scenes that are described in the text and adjusting it
to his own imagination, leaving the freedom to appreciate text from many
points of view.
COGNITIVE FUNCTIONS
Cognitive functions are always involved in reading, they refers to

those processes that happen inside the brain and develop what is known
as Reading skill. Ogino et al. (2017) affirm that cognitive functions
including phonological awareness, digit naming, and verbal working
memory were involved in the development of reading skills.
19
This cognitive process of understanding involves an interactive
process, whereby the reader is responsible of constructing a personal
interpretation of the meaning of the text from collecting clues from it. From
this perspective Cullingford (2013) declares that reading can be taught
simple, but its learning is complex. Fortunately people have the capacity to
pick up clues from different sources.
ABILITIES
EXECUTIVE CONTROL
Britton and Glynn (2013) say that executive control processes are
broadly define here as processes tell other processes what to do.
Executive functions can be also defined as those skills needed to get a
purpose. This types of functions are related to the human nature. They are
generally considered the mediator between the frontal and prefrontal
cortices of the brain.
These cognitive functions are very complex and they define the
human being as social beings and allow them to plan and make decisions
according to the situation. The executive functions can also be improved
with some help founded in the personal development of the learner and
academic process, so that the students knowledge constitutes a genuine
educational need. Executive control functions exhibit sensitivity during
reading comprehension and they also have certain responsibilities
(Britton, & Glynn, 2013)
SUMMARIZING
A written summary is a medium that allows people to transmit

information from a text in abbreviated form. This is a fundamental study
technique: it requires a careful and a comprehensive reading to identify
the most important information to be studied. Summaries allow the subject
20
to go directly and quickly to the fundamental ideas and concepts that can
be evaluated.
According to Khoshsima and Nia (2014), summarize information is

an important skill required for directing learning successfully at college and
university level. Summarizing is a process demanding higher thinking for
synthesizing the content and identifying important information and main
idea of a text. In short words, summarizing also serves to transmit, in a
brief and global, the contents of a text to someone who have the necessity
to know it in a short time or give a specific information.
Some researchers agree that making summaries helps students

understand the knowledge gathered by transferring it to long-term
memory. The summary, which is one of the most well-known cognitive
strategies that leads to the effective use of mental abilities, increases
memory and the understanding.
PARAPHRASING
Paraphrasing is writing about what has been read, without getting

away from the main concepts, through the use of possible synonyms.
Paraphrase focuses on the details while summarizing tries to reach the
generality. By the use of paraphrasing, the person approaches the word in
such a way that he wonders why the author chose that phrase and not
another. Bhagat and Hovy (2013) say: Paraphrases are sentences or
phrases that convey the same meaning using different wording. (p. 463).
Usually the reader chooses what he wants to paraphrase, a

sentence or a paragraph. Paraphrase could be oral or written. Oral
paraphrasing is simpler than writing. Paraphrase tries to rewrite something
wothout copying the same words, but trying to say something similar with
its own words. Kissner (2006) states that paraphrasing is, quite simply,
21
restating ideas in different words. A reader (or listener) can choose to
paraphrase one statement, a group of statements, or an entire passage.
RETRIEVE RELEVANT BACKGROUND KNOWLEDGE
The knowledge and procedures that a teacher has about his subject
is not transferred to his students by explaining them in class, the student
will learn if he assimilates the knowledge, when he integrates it to his life.
To achieve this goal it is necessary to make a feedback of the knowledge
that has not been clear during the class. Barth, Vaughn, and McCulley,
(2015) state:
If a students oral summary was incomplete or in some way

incorrect, the tutor directed the student back to the text in order to
identify correct information, helped the student to retrieve relevant
background knowledge, and assisted the student in reprocessing
relevant information in order to derive a concise and correct
summary of the text. (Barth, Vaughn, & McCulley, 2015, p.2).
READING TECHNIQUES
SKIMMING
Skimming applied to reading techniques is a technique that allows the

reader to reduce the number of words read without affecting the
comprehension of the text. It is a matter of grasping the totality of the
ideas of the text, without reducing to the main ideas or the secondary
ideas. Beale (2013) declares the following:
22
Skimming is one of the tools you can use to read more in less time.
Skimming refers to looking only for the general or main ideas, and
works best with non-fiction (or factual) material. With skimming,
your overall understanding is reduced because you dont read
everything. You read only what is important to your purpose.
Skimming takes place while reading and allows you to look for
details in addition to the main ideas.
SCANNING
Scanning is used for analyzing a text or and extensive paragraph to

extract valuable information from them. Either for curiosity or for an scholar
research or academic purposes. No matter the way people use to absorb
information because always they have to use a text for this purpose. It's the
same if the researchers try to find this information on internet of a thesis,
the will have the necessity of use this reading technique. Beale (2013)
affirms:
Scanning is another useful tool for speeding up your reading. Unlike

skimming, when scanning, you look only for a specific fact or piece
of information without reading everything. You scan when you look
for your favorite show listed in the cable guide, for your friends
phone number in a telephone book, and for the sports scores in the
newspaper. For scanning to be successful, you need to understand
how your material is structured as well as comprehend what you
read so you can locate the specific information you need. Scanning
also allows you to find details and other information in a hurry.
(Beale, 2013)
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MOTIVATION
To motivate is to predispose the student toward what is going to be

taught. With the motivation, the teacher tries to take the student to the
active participation in the academic work. Motivation in reading is very
important so that the students feel comfortable with this activity even if
they do not like to do it. According to Wigfield and Guthrie (2013),
Motivation influence both, the acquisition of reading skills and the amount
of time they devote to reading.
A study has revealed that all people have needs for achievement
and fear of failure. Students with high motivation for success obtain the
best grades in the subjects when they believed that they were important
for the career, instead of those students who do not believe that they will
need these subjects for their career. The motivation stimulates the desire
to learn and direct the effort towards defined goals.
TYPES OF READING
ORAL READING
Oral reading happens when the reading in a loud way helps ideas
appear into the brain, but they can also do so at a time when it is difficult
for them to concentrate because of the ambient noise, and when the
people hear their own voice they can hear this sound in their heads so
they can, by this way, dissipate the distraction somewhat.
Stefanko (2011) says that oral reading performance is used as an

indicator of students overall reading ability. It is used to measure three
components of reading, accuracy, rate, and fluency, which have been
shown to relate strongly to comprehension. The author agrees that oral
reading has a social function like no other, because people can share this
type of experience with others by reading for someone else. It is also a
24
good way to improve some the skills needed for learning such as diction
and vocalization.
SILENT READING
Silent reading is the primary mode of reading for proficient readers,

and proficient readers typically read faster in silent reading than oral
reading (Kim et al, 2011).This is because in the silent reading the person
receives directly into the brain what their eyes see. In this type of reading,
concentration is very important for the reader. Students who practice this
type of reading are experienced readers because the concentration for the
study is even greater than in the oral reading.
CRITICAL READING
The main characteristic of critical reading is the reflection of what is

read. In critical reading the reader will analyze the text before him and will
not accept it as the absolute truth. Wallace (2003) states that "Critical
reading, far from being emancipatory, may involve the analysts replacing
the tyranny of the text with their own imposed interpretations". (p. 26)
According to Wallace (2003) "Critical is much overused text and so

some account is needed of how I wish to use it". A critical reader
evaluates the relevance of what he is reading, contrasts the information
with other information or with his own experience and can even come to
confront the text by having different arguments on a topic. This reading
requires that it be done slowly so that the information can be evaluated
from a critical approach.
25
INTENSIVE READING
During intensive reading, the reader performs a thorough and

detailed study of the text. Its practice includes strategies to identify specific
information, discriminate relevant information from the complementary,
make inferences from the explicit data, among other skills. This type of
reading is done with the purpose of developing the skills related to reading
comprehension. "Intensive reading is essential reading in depth and is
usually done in class(Morris, 1972)
The intensive reading aims to capture a large number of data and

relate them in large units of meaning, which allows the learning or the
assimilation of a knowledge. This is the type of that people do when they
study. It is focused on students. This type of reading works on what the
student had not understood by making pauses to get a clear idea about
the subject.
Macalister (2011) defends this fact when he declares that Most

learners experience the teaching of reading in the classroom in the
form of intensive reading activities, where learners are provided
with support, typically by the teacher, to make sense of texts that
are too difficult for the learners to read successfully by themselves.
EXTENSIVE READING
Laurier & Morel (2016) state that extensive Reading, in its purest
form, is reading large amounts of text in order to improve second language
reading fluency. This type of reading is characterized for containing a lot
of vocabulary because of the amount of text that can be read. Unusual
words that help enrich students' lexicon may emerge.
26
Extensive writing is used in different working areas, especially in the
teaching area, since teachers make reading their most important work
tool. Students apply it for researching or recreation. In everyday life, to
read extensively means to read widely and in quantity. In the early part of
this century, extensive reading took on a special meaning in the context of
teaching modern languages. (Bamford & Day, 1997)
For the development of this type of reading it is necessary to

accomplish certain requirements such as: reading material should be
easy, there must be a variety of reading material on different subjects,
students should choose what they want to read and reading speed usually
be faster than slow.
A research has clearly demonstrated that learners who read

extensively in the target language become fluent readers, improve
their reading comprehension, and thus increase their listening,
speaking, and writing skills. (Nunan & Richards, 2015, p.3)
COMMON MISTAKES
TRANSLATION
The mental translation of a reading is a common problem in

students learning other languages like English. In an intermediate level it
is necessary to think completely in English because translating while
reading makes the reading very slows. Zhao (2015) thinks that translation
should be limitedly used in the process of language acquisition because
translation used as a teaching method reverses the language learning
process.
27
Translation as a process that convert the information given, either
thoughts or arguments into a different language. It is not recommendable
to use translation in intermediate learners. Students are forced to think
and say their ideas in the mother tongue instead of saying them in the
language to be learnt. This makes harder the task of learning languages.
Zhao (2015) says that language learners who are taught with this method
often fail to express themselves effectively in target languages as well as
to get proficiency in its actual application.
MISREADING WORDS
The reading comprehension have an important role for the

development of the reading ability, since it allows to stimulate the linguistic
development. However, when misreading appear during a silent or oral
reading in the student, there is the necessity to solve, otherwise learning
the language is not complete. Hoenen (2015) states that misreading is an
unnoticed substitution in silent reading. Especially for legally important
documents or instruction manuals, this can lead to serious
consequences.
There are students who misread a word so often that it becomes a

worrying problem. Some students sometimes skip words that do not alter
the understanding of what is read, the problem comes when there are
students who skip or misread words very often, this problem makes the
student loses the correct understanding of reading. When this misreading
takes place, the real word is mistaken by another, usually more common
word that is spelled in a similar manner. (Savoska, 2015, p.7).
28
REGRESSION
The regression is to go through a text that has already been read

two or more times in order to confirm if the message of the reading have
been understood. Regression is one of the habits that makes to slow down
the reading speed, but it is a habit that can be corrected with practice. Sujit
(2010) says that regression is a colossal waste of time. This happens
because of vocabulary constrains, unfamiliar subject matter and loss of
concentration.
CONCLUSION
In addition, the reading comprehension activities are necessary and

very important for the development of a good reading ability. This is a
problem that has been taking place for a long time, it is a priority that must
be resolved for the students English level grows up. The teacher may use
the material that the researchers have created, and together with the
students they can use it in the class with the aim of improving the
students level of reading comprehension of the language, out of the
traditional form.
Teachers specialized in the teaching of the English language agree

that most students in schools have a low reading level and do not
understand the main ideas when they read, so, it is necessary to increase
motivation, putting in practice the tools that has been shown in this chapter,
so, in this manner, they can capture the interest of the students giving as a
result the improvement of the learners reading level.
29
Teachers have to let the learners know that with the good
development of the activities and their collaboration in the teaching-
learning process, they can achieve to communicate and to understand a
foreign language. Teachers have the obligation of including different
methods to their way of teaching to get the principal objective: To confirm
students learn.
PHILOSOPHICAL FOUNDATION
This research has a close connection with constructivism by the

demands of society and the constant modifications in the educational
environment. This is a standard pattern of pedagogy that requires from
teachers to innovate techniques, strategies and methods according to the
physical and technological progress.
According to Sharples et al. (2016), the next decade of innovating

pedagogy may focus less on the individual elements of instruction and
more on how to merge the new pedagogies into an effective process of
lifelong learning. The sole purpose with the change of methods is that
students achieve positive goals in their learning process in order to grow
physical and intellectually.
PEDAGOGICAL FOUNDATION
Currently in the educational institutions has been generated a lack

of interest in reading, especially in students. Lauristin (2014) emphasizes
that this is not the first time that we have faced a crisis in reading. Many
newspaper articles have highlighted this. In the course of the years,
teachers has been developing different techniques and methods to
strengthen a traditional love for reading.
30
According to the demands of society nowadays, it is important to
know the need to learn how to read correctly in such a way that this
activity will be involved in the students daily routine, improving the ability
of reading comprehension. The teachers that make this work are
responsible to get that the learning of reading will be treated with the
importance it deserves.
There are many pedagogical methods to develop the reading skill,

but at the moment of teaching reading it is necessary to consider factors
like; place, strategies before and after to teach, must be chosen carefully
because a person who is learning, to develop the skill, has to memorize
techniques and methods to do it right.
The pedagogical instruments used in education have a backspin in

students because it implicates different personalities and cultures that
function in all areas of learning. The learning needs in reading has relation
with psychology and sociology that are fundamental disciplines, working
on together with the behaviorism, cognitivism, and constructivism.
Siemens (2014) says that learning principles and processes, should be
reflective of underlying social environments.
Social constructivist theory emphasizes that there ir a necessity to

encourage students to create their own meaning according to what they
read, rather than to impose a teachers interpretation of the meaning upon
them. Certainly teachers may help as a resource, in order to bridge the
linguistic and cultural gap that students experience in reading a text.
Teachers should not impose what they want to achieve in

classroom, but get the students analyze so they can conceive different
ideas from what they read. It is an obligations for students to build their
own knowledge or principal basis, but teachers work is encourage
students to be interpretive in specific goals and to give the necessary
materials for develop the knowledge.
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SOCIOLOGICAL FOUNDATION
Reading is a social experience where students socialize with the

entire world. When students read in unison, discussing a novel, or working
together to decode and define a new word they are socializing with others.
Fuller, and Sedo (2014) state: Many readers enjoy exchanging their books
recommendation, talking about the books they read, and, given the
opportunity, joining in conversation with successful writers.
When people give themselves time to talk about the knowledge

that they acquire from books is a way to share the experiences that they
have lived according to this this aspect is necessary for the teachers to
teach their students to read, so they will be able to manage a conversation
with positive ideas, because they will know what other people are talking
about.
Many philosophers have regarded the motivating force of normative

judgments as the key feature that marks them as normative,
thereby distinguishing them from the many other judgments we
make. In contrast to our normative judgments, our mathematical
and empirical judgments, for example, seem to have no intrinsic
connection to motivation and action. (Connie, 2014)
In addition, the most importer factor that develop the skills is that in
the sociological aspects reading helps students to recognize, interiorize
and generate different opinions to contribute to the conversation. It also
gives the student ideas so they can performance in a debate and the most
important factor develops the skill and knowledge.
32
LEGAL FOUNDATION
In the fifth section of the constitution of Ecuador Says:
Art. 26. - Education is a right of people throughout their lives and an

inescapable and inexcusable duty of the State. It is a priority area of public
policy and state investment, It is the guarantee of equality and social
inclusion and an indispensable condition for good living. Individuals,
families and society have the right and responsibility to participate in the
educational process.
Art. 27. - Education will focus on the human being and guarantee its
holistic development, within the framework of respect for human rights, the
sustainable environment and democracy; it will be participative, obligatory,
intercultural, democratic, inclusive and diverse, of quality and warmth; it
promotes gender equity, justice, solidarity and peace; it stimulates critical
thinking, art and physical culture, individual and community initiative, and
the development of skills and abilities to create and work. Education is
indispensable for knowledge, the exercise of rights and the construction of
a sovereign country, and constitutes a strategic axis for national
development.
In chapter two of the Higher Education Law states:
Art. 3. - Purposes of Higher Education.- Humanistic, cultural and

scientific higher education constitutes a right for the people and a public
good which, in accordance with the Constitution of the republic, will
respond to the public interest and will not be service of individual and
corporate interests.
33
According to the National plan of good living, strategic policies and
guidelines section, states: To promote the habits and spaces of literacy
outside of school activities, with an emphasis on children and adolescents,
as a cultural mechanism of transmission and generation of knowledge in
homes, public spaces and networks of family and community reading.
34
CHAPTER III
METHODOLOGY DESIGN
The researchers have used, in this project, the scientific method

research. Through which observation has been used as an empirical
research tool to collect primary information through the direct perception of
the reality that students in the English class. This technique was used as a
first step for the development of this research. The results obtained from
the observation were analyzed by the researchers, who established some
hypostasis to the problem found.
These hypothesis have been subjected, through a quantitative

study, to verification by using evaluation instruments such as: survey and
interview. The results obtained were analyzed by the investigators to
clarify, modify and substantiate the found ideas. All this systematic
process was necessary to be able to express the results in a quantitative
form.
TYPES OF INVESTIGATION
QUALITATIVE
This project has a quantitative relationship because, a problem has

been posed to investigate. The researchers have analyzed the
environment where the problem is developed, giving place to questions
such as: why the level of compression of the students from eight is so low.
This process has been done in an inductive manner reflecting the facts
found. The parameters used to design this instruments were designed
according to the group to investigate in relation to the exposed problem.
During the Interview and surveys, the participants has given their point of
view. It has been analyzed, leading researchers to understand the
problem that occurs in the institution.
35
DESCRIPTIVE RESEARCH
In this work the researchers have established some questions that

have served as basis for the collection of information in order to be able to
describe the problem in more details. For this, some factors have been
taking into account such as: the profile of the institution and points of view
of the students surveyed. Through a descriptive study the researchers
have collected information of the established variables to be analyzed.
CORRELATIONAL RESEARCH
According to the information gathered through research

instruments, the variables presented in this project have been shown to be
positively correlated, since, if there is a deficiency in comprehensive
reading, then, the reading ability will be low. For this reason the
researchers set some questions to measure what factors are avoiding
them in the development of reading skill in the students of 8th year of
basic education at Escuela de Educacin Bsica Completa Fiscal Elas
Rivero Gngora,
QUANTITATIVE RESEARCH
This project has a quantitative relationship because, a problem has

been posed to investigate, taking into account two variables: the reading
comprehension activities in the understanding of a text and the reading
skill itself. Some hypotheses have arisen that were questioned and tested
by the construction of a theoretical framework that corroborates the
hypotheses previously formulated and have been substantiated with
physical evidence through the use of some data collection instruments.
36
POPULATION AND SAMPLE
In the institution where this research takes places are found 41

students from 8th year of basic education. These students have become
the main focus of the research. This quantity of student form sample
selected. These students have been surveyed in order to get valuable
information from their answers.
Chart N 1: Distribution of the population
N Detail People
1 Headmaster 1
2 English teacher(s) 1
3 Students 41
Total 43
Source: Escuela de Educacin Bsica Completa Fiscal Elas

Rivero Gngora
Researchers: Jonathan Garcia and Amarilis Zambrano
Chart N 2: Distribution of the sample
N Detail People
1 Headmaster 1
2 English teacher(s) 1
3 Students 41
Total 43

Rivero Gngora
37
OPERATIONALIZATION OF VARIABLES
Chart N 3:
OPERALIZATION OF VARIABLES
DIMENSIONS INDICATORS
READING LANGUAGE ACQUISITION

COMPREHENSION
UNDERSTAND A FOREIGN
IMPORTANCE LANGUAGE
SCAFFOLDING STRATEGY
FORMATIVE ASSESSMENT
ASSESSMENT STRATEGY
IV STRATEGIES AND PRIOR LEARNING STRATEGY
READING TECHNIQUES EFFECTIVE FEEDBACK
COMPREHENSION TECHNIQUE
ACTIVITIES JIGSAW TECHNIQUE
TEXT COHESION WHAT IS TEXT COHESION?
NOVELS
NEWSPAPAER
TYPES OF READING TEXTS
ARTICLES
SHORT STORIES
DIMENSIONS INDICATORS
DEFINITION COGNITIVE FUNTIONS
EXECUTIVE CONTROL
SUMMARIZING
ABILITIES PARAPHASING
DV.
READING SKILL RETRIEVE RELEVANT
BACKGROUND KNOWLEDGE
SKIMMING
READING TECHNIQUES SCANNING
MOTIVATION
38
ORAL READING
SILENT READING
CRITICAL READING
TYPES OF READING
INTENSIVE
EXTENSIVE
TRANSLATION
MISREADING
COMMON MISTAKES
REGRESION
RESEARCH METHODS
QUANTITATIVE DATA COLLECTION
The researchers have analyzed the environment where the problem

is developed, giving place to questions such as: why the level of
compression of the students from eight is so low. This process of data
collection has been done in an inductive manner, through the use of
evaluation tools such as: survey and interview, as they are reliable and
valid. The parameters used to design these instruments were designed
according to the group to investigate the relationship to the exposed
problem. The data collected has been coded by assigning numerical
values that represent each item expressed in the survey. This coding was
necessary to apply the statistical analysis of the problem.
QUALITATIVE DATA ANALYSIS
In this project, a qualitative research has been done. The researchers

have become familiar with the subject in order to raise a problem of study.
Some objectives have been proposed which were the starting point of the
research. These objectives were developed according to the theme. The
formulated questions have helped to generate hypotheses, in order to be
confirmed by a theoretical framework. The thoughts and comments quoted
contain the corresponding justification for carrying out this project.
39
TECHNIQUES AND INSTRUMENTS OF INVESTIGATION
DIRECT OBSERVATION
The researchers have made a direct observation in one of the

English classes that the students from 8th year receive. They have used as
an instrument a structured observation sheet. The information collected in
the observation sheet has been analyzed for the investigators in order to
use it as the fundamental basis for the problem posed.
SURVEYS
The survey conducted on the students from the 8th the year was
done in order to obtain the indispensable information that could not be
gather with the observation of the class. The aspects evaluated in the
survey were focused on the students in order to know how they perceive
the English class and determinate which factor were the most influents.
The students answered a series of questions using the Likert scale with
five response options:
(1) Strongly disagree
(2) Disagree
(3) Neutral
(4) Agree
(5) Strongly agree
INTERVIEWS
In this research the investigators have used the interview in order to

obtain information from the teacher's point of view. An oral communication
has been established with the teacher to get to know his perspective on
the subject of English. The results obtained in the interview reflected the
environment in which the English teacher works and how this influences in
the students that are developing the reading skill.
40
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCIES OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTIC
CLASSROOM OBSERVATION SHEET
1. A safe classroom environment has been established
Yes
No
Needs Improvement
2. The student are engaged in metacognitive discussions involving
reading
Yes
No
Needs improvement
3. The teacher models appropriate reading strategies for the students
Yes
No
Needs improvement
4. Students employ various cognitive strategies to assist and restore
comprehension
Yes
No
Needs improvement
5. Students are engaged and/or exhibit increase motivation to read
Yes
No
Needs improvement
6. The following reading comprehension teaching strategies were

observed:
Predicting
Questioning
Visualization
Connection
Summarizing
Recognizing when comprehension breaks down
7. The teacher use the following Reading Apprenticeship instructional

strategies:
Talking about the text
Think aloud
Reading log/journal
Evidence and interpretation chart
Concept map/graphic organizer
other
41
EDUCATION
INTERVIEW TO THE ENGLISH TEACHER
OBJECTIVE: To get information by asking question in order to know what

the teacher thinks about develop of the reading skill in the school.
1. How do you think that the reading skill is developed in class?
2. How many students can understand when they read?
3. What kind of material do you have in class to develop the reading

skill?
4. What kind of methodologies do you use for motiving students to

read?
5. How much time do you separate in class to focus in the

development of the reading skill?
6. Do you consider the English learning process in your class

effective?
7. Do you think that it is easy to find useful didactical material to

improve the reading skill?
8. Do you find in the English book appropriate exercises to develop

the reading skill?
9. How important do you consider that build a large list of vocabulary

for the students is, in order to make them understand a paragraph
from a text?
42
EDUCATION
SURVEY TO THE STUDENTS
OBJCTIVE:
SPECIFIC INFORMATION: Write an X on the answer.
(1) Strongly disagree

(2) Disagree
(3) Neutral
(4) Agree
(5) Strongly agree
No. Questions 1 2 3 4 5
1 I like to read in English.
2 I participate in reading activities.
3 I like the book that I use in classes.
4 I develop my interest on reading.
5 I comprehend the reading from my
English book
6 I would like to work with other texts.
7 I know the benefits of reading.
8 My English teacher encourages me
to practice reading.
9 I develop my imagination when I
read.
10 I develop my reading
comprehension.
11 I would like to experiment new
reading activities.
43
ANALYSIS AND INTERPRETATION OF RESULTS
CLASSROOM OBSERVATION SHEET
1. A safe classroom environment has been established

The teacher starts the class with an appropriate warming in order to
prepare the classroom environment
2. The student are engaged in metacognitive discussions
involving reading.
During the class the students present a little or no interest in the
activity.
3. The teacher models appropriated reading strategies for the
students
No, the teacher did not use reading strategies in class.
4. Students employ various cognitive strategies to assist and
restore comprehension
No, the students try to do the activity by themselves according the
instruction, but there was not much help from the teacher
5. Students are engaged and/or exhibit increase motivation to
read.
The Student did not feel motivated or engage to read in English
6. The following reading comprehension teaching strategies were
observed:
During the activity the teacher use the following strategies:
Predicting and questioning.
7. The teacher use the following Reading Apprenticeship
instructional strategies:
In the part of reading, the teacher only speaks about the text, and
then, he demands the student to make the exercises written in the
book.
44
INTERVIEW TO THE ENGLISH TEACHER
1. How you think that the reading skill is developed in class?
Response: I think that the English class cannot develop properly in

the classroom because of the deficiency in the English language, this
happens because the children have not received English in school.
Another cause is that, usually, people with low resources have
rejected English because they see it very difficult.
2. How many students can understand when they read?
Response: The students who understand when they read are about
five, the rest usually feel lost and some of them only understand
certain words.
3. What kind of material do you have in class to develop the reading

skill?
Response: I always use the English book for reading and sometimes I
use also worksheets.
4. What kind of methodologies do you use for motiving students to

read?
Response: I usually bring extra information to engage them to the

reading we are going to do.
45
5. How much time do you separate in class to focus in the
development of the reading skill?
Response: It depends on the topic for the day, but it is never enough
time.
6. Do you consider the English learning process in your class

effective?
Response: No, but I try to make it effective with the resources I have.
7. Do you think that it is easy to find useful didactical material to

improve the reading skill?
Response: Yes, I think there are lots of useful material you can find
on internet, the problem is to adapt that material to my students.
8. Do you find in the English book appropriate exercises to develop

the reading skill?
Response: Definitely no, because the level of the English book is

higher than the students level.
9. How important do you consider that build a large list of

vocabulary for the students is, in order to make them understand
a paragraph from a text?
Response: The fact that students have a vocabulary list helps them a
lot, but for them, it is necessary that this vocabulary has definition and
translation to understand and remember the words.
46
CONCLUSION
In the interview conducted by the investigators, the opinion of the teacher

of the English area of the institution, has been very important to get a clear
idea of the conditions found in the classroom to carry out the English
language learning. The conclusion that the researchers have reached is:
both, the time and the material used in classes are not indicated to be able
to teach the students a foreign language. According to the observation of
the teacher, the level of students is not appropriate for the type of material
with which he has to work, that is the reason why there are failures in
English.
47
Chart N 4
ITEM 1: I like to read in English.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
Srongly disagree 1 2%
No 1 Disagree 1 2%
Neutral 14 34%
Agree 15 37%
Strongly agree 10 24%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 1
24% 3%
2%
34%
37%
Srongly disagree Disagree Neutral Agree Strongly agree
COMMENT
According to the results 24% of the students answered that they strongly
agree, 37% of the students agree, 34% of them are neutral, 2% disagree
and 2% strongly disagree. This analysis has shown that most students like
reading
48
Chart N 5
ITEM 2: I participate in reading activities.
CHART OF FREQUENCY
No 2 Disagree 6 15%
Neutral 25 61%
Agree 7 17%
Strongly agree 0 0%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 2
17% 0%7% 15%
61%
COMMENT

and 7% strongly disagree. This analysis has shown that few students
actively participate in reading activities.
49
Chart N 6
ITEM 3: I like the book that I use in classes.
CHART OF FREQUENCY
Disagree 6 15%
No 3
Neutral 17 41%
Agree 15 37%
Strongly agree 2 5%
TOTAL 41 100,00%

Rivero Gngora
GRAPHIC N 3
5%2% 15%
37%
41%
COMMENT

and 2% strongly disagree. This analysis has shown that most of the
students like the English book they use.
50
Chart N 7
ITEM 4: I develop my interest on reading.
CHART OF FREQUENCY
No 4 Disagree 12 29%
Neutral 17 42%
Agree 7 17%
TOTAL 41 100%
Rivero Gngora
GRAPHIC N 4
12%0%
29%
17%
42%
COMMENT
students do not fell interesting in developing the reading skill.
51
Chart N 8
ITEM 5: I comprehend the readings from my English book.
CHART OF FREQUENCY
Disagree 13 32%
No 5
Neutral 13 32%
Agree 6 15%
Strongly agree 2 5%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 5
14% 5% 17%
32% 32%
COMMENT

students do not understand what is read in class.
52
Chart N 9
ITEM 6: I would like to work with other texts.
CHART OF FREQUENCY
Disagree 5 12%
No 6
Neutral 17 41%
Agree 11 27%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 6
20% 0% 12%
27% 41%
COMMENT
and 0% strongly disagree. This analysis has shown that the students are
open to work with other types of reading materials.
53
Chart N 10
ITEM 7: I know the benefits of reading.
CHART OF FREQUENCY
Disagree 9 22%
No 7
Neutral 9 22%
Agree 10 24%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 7
12% 20%
24%
22%
22%
COMMENT
students know the benefit that reading provide to the learner.
54
Chart N 11
ITEM 8: My English teacher encourages me to practice reading.
CHART OF FREQUENCY
Disagree 0 0%
No 8
Neutral 10 24%
Agree 14 34%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 8
0%
24%
42%
34%
COMMENT
and 0% strongly disagree. This analysis has shown that the students
receive motivation from the English teacher for learning the language.
55
Chart N 12
ITEM 9: I develop my imagination when I read.
CHART OF FREQUENCY
Disagree 1 2%
No 9
Neutral 6 15%
Agree 14 34%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 9
0%
2% 15%
49%
34%
COMMENT
students recognize that reading develop imagination
56
Chart N 13
ITEM 10: I develop my reading comprehension.
CHART OF FREQUENCY
Disagree 18 44%
No 10
Neutral 15 37%
Agree 1 2%
Strongly agree 0 0%
TOTAL 41 100%

Rivero Gngora
GRAPHIC N 10
2%
0% 17%
37%
44%
COMMENT

students do not develop the reading comprehension.
57
Chart N 14
ITEM 11: I would like to experiment new reading activities.
CHART OF FREQUENCY
Disagree 1 2%
No 11
Neutral 14 34%
Agree 16 39%
TOTAL 41 100%
Rivero Gngora
GRAPHIC N 11
22% 3%
2%
34%
39%
COMMENT
students agree in the implementation of new reading activities.
58
VARIANCE AND CHI-SQUARE TEST
VARIANCE TEST
Chart N 15
Estadsticos descriptivos
Desviacin
N Mnimo Mximo Media estndar Varianza
I like to read in English. 41 1 5 3.78 .936 .876

I like the book that I use in
41 1 5 3.27 .867 .751
classes.
I participate in reading
41 1 4 2.88 .781 .610
activities.
I comprehend the reading
41 1 5 2.59 1.095 1.199
from my English book
I develop my interest on
41 2 5 3.12 .980 .960
reading.
I would like to work with
41 2 5 3.49 .925 .856
other texts.
My English teacher
encourages me to practice 41 3 5 4.17 .803 .645
reading.
I know the benefits of
41 1 5 2.88 1.327 1.760
reading.
I develop my imagination
41 2 5 4.29 .814 .662
when I read.
I develop my reading
41 1 4 2.24 .767 .589
comprehension
I would like to experiment
41 1 5 3.76 .916 .839
new reading activities.
N vlido (por lista) 41
59
CHI-SQUARE TEST
Chart N 16
I like to read in English.
N observado N esperada Residuo
Strongly disagree 1 8.2 -7.2

Disagree 1 8.2 -7.2
Neutral 14 8.2 5.8
Agree 15 8.2 6.8
Strongly agree 10 8.2 1.8
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 12
60
CHI-SQUARE TEST
Chart N 17
I participate in reading activities.

Disagree 6 10.3 -4.3
Neutral 25 10.3 14.8
Agree 7 10.3 -3.3
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 13
61
CHI-SQUARE TEST
Chart N 18
I like the book that I use in classes.

Disagree 6 8.2 -2.2
Neutral 17 8.2 8.8
Agree 15 8.2 6.8
Strongly agree 2 8.2 -6.2
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 14
62
CHI-SQUARE TEST
Chart N 19
I develop my interest on reading.
Disagree 12 10.3 1.8

Neutral 17 10.3 6.8
Agree 7 10.3 -3.3
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 15
63
CHI-SQUARE TEST
Chart N 20
I comprehend the reading from my English book

Disagree 13 8.2 4.8
Neutral 13 8.2 4.8
Agree 6 8.2 -2.2
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 16
64
CHI-SQUARE TEST
Chart N 21
I would like to work with other texts.

Neutral 18 10.3 7.8
Agree 11 10.3 .8
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 17
65
CHI-SQUARE TEST
Chart N 22
I know the benefits of reading.
Strongly disagree 8 8.2 -.2

Disagree 9 8.2 .8
Neutral 9 8.2 .8
Agree 10 8.2 1.8
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 18
66
CHI-SQUARE TEST
Chart N 23
My English teacher encourages me to practice reading.
Neutral 10 13.7 -3.7

Agree 14 13.7 .3
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 19
67
CHI-SQUARE TEST
Chart N 24
I develop my imagination when I read.

Neutral 6 10.3 -4.3
Agree 14 10.3 3.8
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 20
68
CHI-SQUARE TEST
Chart N 25
I develop my reading comprehension

Disagree 18 10.3 7.8
Neutral 15 10.3 4.8
Agree 1 10.3 -9.3
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 21
69
CHI-SQUARE TEST
Chart N 26
I would like to experiment new reading activities.

Disagree 1 8.2 -7.2
Neutral 14 8.2 5.8
Agree 16 8.2 7.8
Strongly agree 9 8.2 .8
Total 41
FREQUENCY HISTOGRAM
GRAPHIC N 22
70
CONCLUSIONS
The results show the current situation in the students of the

educational institution, so it can be concluded that the reading activity has
a relevant impact on the teaching and learning process, but it also shows
that students do not have the habit of reading and it is not one of their
favorite activities in English classes, there are some difficulties in
developing the main skill in them, being important to address these needs
that require solutions. The causes of the problem of the low level of
development of the reading comprehension can be around the national,
regional and local educational system, the educational institution, the
classroom, the teachers, students and the family context, it is a general
problem in the education system; the curriculum should be changed in
order to achieve the goals of learning a foreign language.
RECOMMENDATIONS
According to the information acquired in this research, the institution

should implement the support of didactic material focused on reading that
contains texts in order to attract the attention of the students. This type of
resources will guide students to find the motivation to read and open their
minds to new cultures that will give them options to improve their
vocabulary when they read, write and speak. The different exercises of
reading comprehension will also encourage students as much as possible
to practice the reading ability.
71
CHAPTER IV
THE PROPOSAL
THE TITLE
Design of a booklet with reading comprehension activities.
JUSTIFICATION
In the analysis of the methods to teach reading comprehension, it is

observed that, in some of them, reading is essential in one way or another,
it has been used as an instrument or learning process, for example in the
grammar- translation is almost impossible to translate written texts. The
possibility of reading in a foreign language, mainly in English, which is
considered as a universal language, opens up much more possibilities.
Hence, the need for students to develop reading skills and strategies in
English classes so that they are able to apply them independently outside
the classroom in everyday life.
The causes of the low level of reading comprehension that have

been possible to diagnose with this research may be the predominance of
the traditional method, which considers the student as a passive,
submissive receiver; while the teacher is the owner of knowledge, is the
center of the teaching-learning process, who imposes authority in the
classroom, then the students will not be critical, reflective, capable of
acting independently, creatively and responsibly in their daily lives.
Teachers in particular should improve pedagogical work, contribute

to improve the institutional climate, take more interest and their role should
be to facilitate the students progress within the hierarchy of stages where
they only must discover, assimilate and accommodate the main
conceptualizations through their interactions as the academic
environment.
72
When students do not have mastery over particular antecedent or
contextual events that are related to the culture of the language country
that they learn, the information is misinterpreted, it is necessary for
teachers to devote extra time to the discussion of information related to
these cultural aspects. To the extent that students are able to combine
certain content with cognitive structures, or previously known schemes,
they will be able to achieve success in the process of understanding.
A great help to improve the problem of reading comprehension is to

offer students readings that call their interest with exercises of complexity
at their level where they can immerse themselves in what they read is
where a suitable booklet will help and this should contain pre- during and
post-reading in which to anticipate, predict, infer from the title of the text,
the cover, the images or the reading of one of the final paragraphs is
possible, to discover difficulties of comprehension while the process of
teaching, to work the variety of topics, to give sense and context to the act
of reading, to propose situations with determined purposes, to allow the
oral exchange of interpretations and thus to be able to develop other skills
at the same time.
The implementation of the activities proposed for the development

of reading comprehension in English for specific purposes will help to
considerably improve the development of communicative competence in
students and can thus start a love of reading in many students.
OBJECTIVES
GENERAL OBJECTIVE
To demonstrate the interest of students in reading through the use of

proposed reading activities in order to improve the reading comprehension
level of the class.
73
SPECIFIC OBJECTIVES:
To generate interest on the part of teacher so that the reading

resource could be used constantly.
To integrate the pedagogical and didactic techniques for a good

teaching of the reading skill.
To catch the attention of the students with interesting reading

comprehension activities.
THEORETICAL ASPECTS
The purpose of this research will help in many aspects to students

for that reason the design of a booklet is a good idea because it is a small
book that contain different kind of activities in order to improve or develop
the reading area in the students.
A booklet focuses in the reading skill is a useful manual for students

and teachers, it will contain different short readings because it is for
students that start learning English as a foreign language, after read they
are going to find some activities that show how much they can understand
about what they read. Normally people think that it is boring to read in a
foreign language because they are sure that they will not understand and
many books do not have interesting activities.
Here is where take an important place the proposal giving many

opportunities for students to be able to understand what they read letting
them to feel motivated. Techniques as Skimming, scanning, summarizing,
paraphrasing and retelling will be used in the design of the booklet
because these techniques bring many activities in the reading area.
Every technique carries different activities like Skimming that is a

fast reading for identifying the principal ideas of the text, one exercise is to
elaborate previous questions before the text just letting students have
74
some minutes before for reading the text in order to obtain a general idea
of it or letting students to guess the title of the text giving them some
options. Scanning help to find specific information in a reading, a good
exercise is to give questions with options as answer and in a specific time
the students have to resolve them.
Rewrite a text using own words is an example of Paraphrasing

exercise but it is important to keep the original meaning of the text. Other
technique similar to this is Retelling is a way to tell the story again after
read and describe it, an exercise could be write or tell orally the text again
after read and this is a possibility to practice other skills. There are many
different activities to evaluate the reading comprehension of the students
that this proposal wants to offer.
FEASIBILITY OF ITS APPLICATION
FINANCIAL
The proposal given for this research is very feasible and does not
need to invest much money to do it, so that the researchers have the
resources to produce the material to be shared with students. The design
of the booklet is something that only needs time to create because it is
necessary to use diverse readings of interest and creative exercises or
activities using the techniques mentioned previously in the research to
improve the reading comprehension and motivate the students to read.
LEGAL
The legal feasibilities have been redacted in the justification of the

problem in chapter one, page 7
75
TECHNICAL
The good way to introduce this proposal, is letting students to

understand that they can practice activities of reading, and open their
minds to a new world of imagination, creation and development of their
skills for communication with new words that they will acquired when they
read and the knowledge they gathers from different topics.
HUMAN RESOURCES
Many people was involved in this project, from the authorities of the
institution, the teachers, students and their parents, all the educational
community. Without the help of all of them this project with its proposal
could not be possible because everything is a process that need help to
be develop and more when the benefits are for the students and the
institution that try to offer a good education in every area and more in the
study of a foreign language that can open many chances to students in
their future and in the society.
POLITICAL
In the political aspect, the institution, where the project is held, is a

public organization that is obligated to establish an interaction between the
educational community and the society. This generates a necessity that
offers the opportunity to educate with clear goals focused on the main
difficulties in the educational system.
76
DESCRIPTION
This proposal is applied after having identified the problems in the

reading area in students of 8th year of basic education from Colegio Fiscal
Luis Enrique Gngora, a public institution located in the North of
Guayaquil city, that count with material for the English class but not
enough resources used for improving the reading skill.
This proposal will be designed with some readings and interesting

activities for students that learn English as a foreign language, they will be
able to read topics about community, legends, nature, movies, music and
different kind of texts that wake their interest.
Giving the teacher the big idea not only to send that booklet as a
homework sometimes in the week, this proposal is focused in to open in a
space during the English class where the student can take the booklet that
work with the teacher but giving them the necessary time to read and
understand. Step by step the students can start creating the habit of
reading a little bit, every time and after some months to read for them will
be an interesting activity and not an obligation as a part of their studies in
the English class.
People that are part of the educational community are considered

important elements for the development of this proposal, they are the
reason of this research, and the objective is to show them that read is fun
depending in the way that they learn.
The booklet is composed with around 7 readings and each of them

has different comprehension exercises such as: pre-reading question,
essential questions about the reading, matching words to the pictures, and
exercises after the text as answer question, match the correct question
with the answer, draw scenes of the story and write short sentences to
explain, etc.
77
CONCLUSIONS
Trying to improve the reading skill this research and the proposal
bring to the educational society a booklet that will be different to others
reading materials. It is not only focus in one or two activities for evaluating
how much students can understand about what they read.
After a serious observation in a public institution was relevant the

problem for students to read and understand in this situation a good
answer was designed this booklet that wants to help students and
teachers in order to make easy the learning process.
After all this process that began with a simple observation, an

interview and surveys to the students the result was students with no
interest in reading, to take a book or only read simple text for them was so
boring, the first idea for them was that they will not be able to understand.
that, and they did not find useful that part of their books with simple text,
they were tired of the typical reading exercises.
With the surveys was clear that they are open mind about to read
but they can see more funny readings and activities that do not let them to
feel as an obligation or a homework, they wanted to feel as a time to
relaxing. The booklet has the kind of things students need to be engaged,
the activities use different techniques where their creativity and
imagination can fly and let them the possibility to read, learn, understand
and experiment spending time in a good activity as to read.
78
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83
PHOTOGRAPHS WITH THE TUTOR, MSc. CARLOS VALLE.
Receiving tutorial from MSc. Carlos Valle school of language,

Philosophy faculty .
Checking the investigation project in the University of Guayaquil.

PHOTOGRAPHS OF ESCUELA DE EDUCACIN BSICA COMPLETA
ELIAS RIVERO GNGORA
Outside ground of the school

Comprehension
Booklet of
Activities
Authors:
Jonathan Garca Vera
Amarilis Zambrano Avils
New to America from Asia
Nancy was new to America. She came to America speaking only her native language.
She brought her 8yearold son with her. He was all she had in the world. They found an
apartment in Arcadia.
They were there for only two months when a neighbor's dog jumped over the
fence. The dog ran toward Nancy's son. Nancy put her body in between the dog and her
son. The dog stopped when it saw Nancy screaming at it. She was going to punch it in
the nose. The dog turned around shaking,
Nancy took her son upstairs. They stayed in the apartment all weekend. Then Nancy
found another apartment, close to the school that her son was going to attend. She and
her son walked everywhere. One day her son started coughing badly. He had an asthma
attack. All the walking was making his asthma worse.
Nancy knew that she had to buy a car. So she called up the Honda dealer. She
talked to a salesman who spoke her language. She told him that she wanted to buy a
new car if he could come over to pick her up. The salesman said he would be right
over.
Reading Comprehension
Answer the next questions about the reading
a. Was Nancy new to America?
_______________________________________________________
b. Did Nancy speak English?
_______________________________________________________
c. Was Nancy's son 8 years old?
_______________________________________________________
d. Did Nancy have any other children?
_______________________________________________________
e. Did a neighbor's dog jump over the fence?
_______________________________________________________
What was Nancy going to do when the dog jumped over her son?
a. To scream at it b. To ran away c. To punch it
What was the symptom that Nancys son had before the asthma attack?
a. Fever b. Diarrhea c. Cough
What auto brand did Nancy want to buy?
a. Honda b. Fence c. Dealer
What other title can you give to the story?
_______________________________________________________
Match the next words with their synonyms.

SALESMAN PUNCH NATIVE FENCE
a. _____________: (v.) a hit with a fist.

b. _____________: (n.) structure that divides two areas of land.
c. _____________: (n.) a man whose job is selling things.
d. _____________: (adj.) the first language that you learn.
Read and choose the correct words
a. Most wild animals won't (punch / attack) unless they are provoked.
b. He stood up and walked (towards / fence) him.
c. His (asthma / time) tormented him day and night.
d. The house was surrounded by a tall, wooden (table / fence).
Fill the gaps with the words you remember from the reading.
Nancy knew that she had to ________ a car. So she called up the ________ dealer. She
talked to a salesman who _________ her language. She told him that she _______ to
buy a new car if he ______ come over to pick her up. The ______ said he would be
right over.
Write a summary of the text in a short paragraph. (Summary is a comprehensive and

usually brief abstract, recapitulation, or compendium of previously stated facts or statements.)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Love note to his girlfriend
Bill wrote this letter to Mary:
We've talked on the phone and in my apartment, and now I'm writing this letter.
Maybe if I put my thoughts and feelings in writing, you'll understand them better.
I love you. I want to marry you. I want to be with you for the rest of my life. You
are the most wonderful woman I have ever met. You are not a "load." You are not a
"troublemaker."
Yes, you have problems. So do I. And together, we can solve these problems more
easily than if we were apart. Problems are a part of life. But so is happiness. Let's share
our problems and happiness instead of experiencing them alone.
We are not a bad "fit." We are a perfect match. I do not look down on you. I look
up to you. I admire you. I think you are smart, brave, and independent. Don't tell me
to go find another woman. I don't want another woman. I have found the perfect
woman.
Every day, I think about your beautiful smile, your happy laugh. I think about the
long walks we used to take, holding hands all the way. Remember how we used to sit
on the grass in the park and watch the parrots?
We were going to get married, and now you want to be "just friends." Whatever
I did or said that was wrong, please tell me so we can work this out. I don't want to
lose you.
a. Who send a letter to Mary?
_______________________________________________________
b. How have they talked each other?
_______________________________________________________
c. Does he want to break up with her?
_______________________________________________________
d. Does he know why she want to break up?
_______________________________________________________
e. How is Mary?
_______________________________________________________
What does the man imply when he says: We are not a bad fit?
a. They have always problems b. They can manage problems
c. They never have problems
Mary wanted to
a. marry Bill b. break up with Bill c. be independent
What animal did they use to see in the park?
a. dogs b. squirrels c. parrots
_______________________________________________________

THOUGHT LOAD TROUBLEMAKER SHARE
a. _____________: (n.) the act of thinking about or considering something.

b. _____________: (n.) someone who intentionally causes problems.
c. _____________: (n.) the amount of weight carried.
d. _____________: (v.) to divide things and give part of them to someone else.
a. He (thought / fit) how terrible it would be to live there without one friend.
b. I (share / admire) you, too, Jenn.
c. You were very (brave / independent), and it is lucky that the wolf was not there.
d. Jhon was inches (different / apart) from the love of his life.
Every day, I think about your beautiful smile, _________ happy laugh. I think about the
long walks __________ used to take, holding hands all the way. _______how we used
to sit on the grass __________ the park and watch the parrots?
Order the events in the text
We can solve these problems ______

We are not a bad fit ______
We were going to get married ______
Bill wrote this letter to Mary ______
I love you ______
English is so hard
Johnny asked Dotty how her first day in her Duarte ESL class was. It was terrible,
she told him. She understood little of what the Level 4 teacher said. He spoke too fast
for her. She had struggled through a Level 3 class at a Monrovia school.
When the teacher asked if there were any questions, she told him that she didn't
understand most of what he had said. He told her not to worry; she could take the
class again if she failed it the first time. She didn't want to fail it the first time, however,
or any time.
He gave them homework the first day, of course. They were supposed to write a
300word essay supporting gun control. Of course, Dotty said, she could write that
essay in her native language. But there was no way she could write it in English.
She showed Johnny the textbook. The print was so tiny that trying to read just a
few pages gave her a headache. On top of that was all the new vocabulary on each
page. "I'm going to drop the class," she said. She wanted to cry. When was she ever
going to learn this language?
a. Did Johnny ask Dotty about her first day in ESL class?
_______________________________________________________
b. Did she understand everything the teacher said?
_______________________________________________________
c. Did the teacher speak too fast?
_______________________________________________________
d. What happened if Dotty fail the class?
_______________________________________________________
e. Do you think English was easy for Dotty?
_______________________________________________________
How was Dotty ESL class?

a. Good b. Terrible c. Special
The students were supposed to write a _________ essay.
a. 3000 words b. 300 words c. 30000 words
How did She feel about learning English?
a. It was really hard b. it was easy c. It was impossible
_______________________________________________________

ESSAY DROP HEADACHE TINY
a. _____________: (n.) a pain you feel inside your head.

b. _____________: (adj.) extremely small.
c. _____________: (v.) to fall or to allow something to fall.
d. _____________: (n.) a short piece of writing on a particular subject.
a. You're a (terrible / fail) patient, you know that?

b. Tom (failed / dropped) to persuade Mary.
c. "Take us, too!" cried the nine (headache /tiny) piglets, all in one breath.
d. Her (headache / essay) pulsed and she felt hot from alcohol
Johnny asked Dotty how her first day in ________ Duarte ESL class was. It was terrible,
she __________ him. She understood little of what the Level __________ teacher said.
He spoke too fast for her. _________ had struggled through a Level 3 class at _______
Monrovia school.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
A bird attacks
Heather loved the freedom of soaring high above the land and sea. She learned
how to hang-glide from her boyfriend.
Initially, she was scared to death. The first time he took her up, she hung on for
dear life. But by the end of that flight, she was hooked. Half a year later, she bought her
own hang-glider.
Almost every weekend, she drove to Torrey Pines and leaped off the cliff. She
could soar to La Jolla in less than five minutes. She liked to fly over the town. She would
wave at kids pointing and looking up at her, and they would shout and wave back
excitedly.
One day she was returning to the launch site when she noticed a red hawk rapidly
approaching her. It briefly disappeared. Then she heard its claws ripping the wing's
fabric. It flew off. But the next thing she knew, it was flying straight at her. She turned
out of its way, but it dove at her again. She was scared.
She had to evade its attacks four times before she was able to land safely. Even
after she landed, it circled overhead, as if daring her to fly again. What did I do to you,
she wondered.
As she drove home, she found out that she had been lucky. The radio news
reported that in Australia, a hang-glider had been attacked by not one, but two, eagles.
Maybe it was something in the air, Heather thought.
a. What is the name of the protagonist of the story?
_______________________________________________________
b. Who initiated her in a hand-glider?
_______________________________________________________
c. What did she do a year later her first flight?
_______________________________________________________
d. Did she drive to Torrey Pines every weekend?
_______________________________________________________
e. Could she soar to La Jolla in less than five seconds??
_______________________________________________________
The word SOAR in the third paragraph is close to the meaning

a. Fall b. Roar c. Rise
What kind of bird attacked the girl?
a. Hawk b. Eagle c. Condor
How did she feel during the attack?
a. Calm b. Scared c. Brave
_______________________________________________________

CLIFF CLAWS FLIGHT EVADE
a. _____________: (v.) to avoid or escape from someone or something.

b. _____________: (n.) a high area of rock with a very steep side.
c. _____________: (n.) a journey in an aircraft.
d. _____________: (n.) one of the sharp curved nails of some animals.
a. The bird spreads its wings and (soared / evaded) into the air.
b. The (hang-glider / cliff) and surrounding mountains were now behind them.
c. He glanced up (shout / briefly) as Connie walked in.
d. His (scape / flight) from Boston could arrive a few hours after Julie's.
Initially, she was scared to death. ___________ first time he took her up, she hung
_________ for dear life. But by the end of __________ flight, she was hooked. Half a
year later, ____________ bought her own hang-glider.
Label the pictures with the correct words.

HAWK CLAWS HANG-GLIDER SHOUT
Destruction of Iraq
It's a big country, but still, how can anything be left of Iraq? When you look at the
news on TV, all you see is one explosion after another. Helicopters falling from the sky,
and vehicles flying into the sky. Suicide bombers committing homicide, and two deeply
religious sects going at each other's throats.
Iraqis are leaving the country as fast as they can, while terrorists are entering as
fast as they can. About 30,000 Iraqi civilians are getting killed each year, while 2 million
Iraqis have left their country since 2003. The US government, which has caused most of
this suffering, has not welcomed these Iraqi refugees into the USA.
Less than 800 Iraqis have been allowed to enter this country since the war began
four years ago. What is the reason for this small number? The Iraqi people are our
friends.
The US government tried to rescue Iraqis from Saddam Hussein and bring them
democracy. Now there is no Saddam, but also there is no democracy. In the future, there
might even be no Iraq. Many people worldwide, and many Iraqis, think that Iraq was
better off before Bush and Cheney decided to "help."
a. What does the news on TV transmit?
_______________________________________________________
b. Are helicopters crashing into flying vehicles?
_______________________________________________________
b. How many Iraqis have left their country since 2003?
_______________________________________________________
c. Has the U.S. government welcomed these Iraqi refugees into the U.S.A.?
_______________________________________________________
d. What is the name of the man who causes horror in the Iraqis?
_______________________________________________________
What is imply when is said: religious sects going at each other's throats?
a. They want to hug each other b. They want dont like each other
c. They want to kill each other

How many Iraqis civilians are kill each year?
a. 10000 b. 20000 c. 30000
The word WORLDWIDE in the last paragraph is close to the meaning
a. catholic b. global c. local
_______________________________________________________

HOMICIDE SECT REFUGEE RESCUE
a. _____________: (n.) an act of murder.

b. _____________: (v.) to help someone out of a dangerous problems.
c. _____________: (n.) a person who has escaped from their own country.
d. _____________: (n.) a religious group that has separated others.
a. The number of (democracy / homicides) in the city has risen sharply.

b. A (terrorist / news) group has claimed responsibility for this morning attack.
c. A strong opposition is vital to a healthy (democracy / refugees).
d. The lifeboat (sect / rescued) the sailors from the sinking boat.
__________ US government tried to rescue Iraqis from Saddam ___________ and

bring them democracy. Now there is no ___________, but also there is no democracy.
In the ____________, there might even be no Iraq. Many people _________, and many
Iraqis, think that Iraq was better ____________ before Bush and Cheney decided to
"help."
Order the events in the text
The US government tried to rescue Iraqis from Saddam Hussein______

Iraq is a big country ______
The US government has not welcomed these Iraqi refugees ______
Iraqis are leaving the country as fast as they can ______
Suicide bombers committing homicide ______
It's a small world
Nicolas was sitting in the waiting room Monday morning. He had brought four
magazines with him, in case the mechanics had to spend all day fixing his car. His
portable Sony radio was on, and one earbud was stuck in his right ear.
A customer came into the waiting room. Nicolas overheard the customer talking
to Harold, the service representative. The customer was from Milford, the same little
town that Nicolas was from. After the customer and Harold had finished talking, Harold
went back outside.
Nicolas thought he would introduce himself. He said, "I heard that you are from
Milford." The young man nodded. "Are you going to the parade on Wednesday?" Nicolas
asked.
"What parade?" the man asked. Wednesday was the fourth of July. Nicolas
wondered if he was talking to someone who just happened to be visiting Earth on his
way to Pluto.
"Didn't you say you live in Milford?" Nicolas asked. The man nodded. "How long
have you lived there?" Nicolas asked. Five years, the man replied.
"And you've never been to the Fourth of July parade?" Nicolas asked. The man
shook his head. He seemed totally uninterested in continuing the conversation, although
all he was doing was watching cars drive by on the nearby street.
Oh well, I tried to be neighborly, Nicolas thought, as he put the earbud back in his
ear and opened one of his magazines.
a. Where was Nicolas waiting?
_______________________________________________________
b. What day was it?
_______________________________________________________
c. In what ear does Nicolas have the earbud?
_______________________________________________________
d. Who was the customer talking to?
_______________________________________________________
e. When is the parade going to be?
_______________________________________________________
How many magazines had Nicolas bought?
a. 4 b. 3 c. 4
Where was the customer from?
a. Street b. Montana c. Milford
How many years did the man live there?
a. Three years b. five years c. six years
_______________________________________________________

MAGAZINE STREET OUTSIDE PARADE
a. _____________: (adv.) not inside a building.

b. _____________: (n.) a public celebration of something with a lot people.
c. _____________: (n.) a road in a city or town that has buildings.
d. _____________: (n.) a type of thin book that contains articles and
photographs.
a. Betsy showed us a (mechanic / magazine) cover story on the subject.

b. Your phone number is (portable / street) if you decide to move.
c. Mary lost mons (earbuds / outside).
d. The (mechanic / building) pointed out the repair on the front of my car.
"________ you've never been to the Fourth of July _______?" Nicolas asked. The man
shook his head. He _________ totally uninterested in continuing the conversation,
although all __________ was doing was watching cars drive by on ________ nearby
street.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Love in the hospital
Jenny was hot for Roger. They were both nurses, and they were both married to
someone else. Jenny knew that the feeling was mutual; Roger had that sparkle in his
eye whenever he saw her.
He often grabbed Jenny's hand and pulled her aside to talk to her privately about
something that was quite unimportant. They frequently gave each other shoulder
massages. It was only a matter of time, Jenny figured.
"You'd better be careful," Carol said. "You don't think anyone has noticed the two
of you? It's not like you're being very secretive." Carol was Jenny's coworker and best
friend.
"Well, we don't have anything to be secretive about," Jenny replied. "We're not
doing anything, so we don't have to be careful about anything."
"Who are you kidding? You've told me plenty of times how hot you think Roger is.
What are you going to do when he gets tired of just flirting? You won't be able to resist.
And then, the fun will be over sooner than you think. You could both end up getting
divorced. And then, even if you married each other, how could you trust each other,
since both of you would be cheaters?"
Jenny told Carol that her imagination was out of control. Nothing was going to
happen. Just then, Carol saw Roger walking toward them. He quietly came up behind
Jenny and gave her a big, tight hug. Jenny grinned broadly. Carol rolled her eyes and
walked away.
a. How was Jenny for Roger?
_______________________________________________________
b. What do they frequently give each other?
_______________________________________________________
c. Who was Carol?
_______________________________________________________
d. Were Jenny and Roger nurses?
_______________________________________________________
e. Did Jenny know that the feeling was mutual?
_______________________________________________________
What does Jenny mean when she say: That sparkle in his eye?
a. He is something natural b. He is very attractive
c. He is strange
What was the advice Carol give her?
a. To be hot b. To be careful c. To be cheater
Carol think that Roger is ______.
a. Calm b. Hot c. divorced
_______________________________________________________

COWORKER CHEATER ASIDE FUN
a. _____________: (n.) pleasure, enjoyment, or entertainment.

b. _____________: (adv.) on or to one side.
c. _____________: (n.) a person who behaves in a dishonest way.
d. _____________: (n.) a person who you work with.
Jenny told Carol that her imagination was out ___________ control. Nothing was going
to happen. Just then, ___________ saw Roger walking toward them. He quietly came
_________behind Jenny and gave her a big, tight ________. Jenny grinned broadly.
Carol rolled her eyes and ________ away.
Label the pictures with the correct words.
SPARKLE SHOULDER HUG DIVORCED

GLOSARY
native (n.): someone who was born in a particular country or place
fence (n.): a structure that divides two areas of land
towards (prep..): in the direction of someone or something
punch (v.): to hit someone or something with your fist
attack (n.): a violent act intended to hurt or damage someone or something
asthma (n.): an illness that makes it difficult to breathe
salesman (n.): a man whose job is selling things
thought (n.): an idea or opinion
load (n.): a lot of something
troublemaker (n.): someone who intentionally causes problems for other people
apart (n.): separated by a space or period of time
share (v.): to have or use something at the same time as someone else
fit (v.): to be the right size or shape for someone or something
admire (v.): to find someone or something attractive and pleasant to look at
brave (adj.): showing no fear of dangerous or difficult things
independent (adj.): not influenced or controlled in any way by other people
terrible (adj.): very unpleasant or serious or of low quality
fail (v.): to not succeed in what you are trying to achieve
essay (n.): a short piece of writing on a particular subject
tiny (adj.): extremely small
headache (n.): a pain you feel inside your head
drop (v.): to fall or to allow something to fall
hand-glider (n.): a very small aircraft without an engine
flight (n.): a journey in an aircraft
cliff (n.): a high area of rock with a very steep side
soar (v.): to rise very quickly to a high level
shout (v.): to speak with a very loud voice, often as loud as possible
hawk (n.): a type of large bird that catches small birds and animals for food
briefly (adv.): for a short time
claw (n.): one of the sharp curved nails at the end of each of the toes of some animals and birds.
scared (adj.): frightened or worried
evade (v.): to avoid or escape from someone or something
suicide (n.): the act of killing yourself intentionally
homicide (n.): (an act of) murder
sect (n.): a religious group that has separated from a larger religion
terrorist (n.): someone who uses violent action, or threats of violent action
refugee (n.): a person who has escaped from their own country for any reason
rescue (v.): to help someone or something out of a dangerous situation
democracy (n.): the belief in freedom and equality between people
worldwide (adj. / adv.): existing or happening in all parts of the world
mechanic (n.): someone whose job is repairing the engines of vehicles and other machines
portable (n.): light and small enough to be easily carried or moved
earbuds (n.): very small headphones that you wear in your ears
outside (prep.): not inside a building
parade (n.): a large number of people walking or in vehicles, part of a public celebration
street (n.): a road in a city or town that has buildings
magazine (n.): a type of thin book with large pages and a paper cover that contains articles
sparkle (v.): to shine brightly with a lot of small points of light
aside (adv.): on or to one side
shoulder (n.): one of the two parts of the body at each side of the neck
coworker (n.): a person who you work with
fun (n.): pleasure, enjoyment, or entertainment
divorced (adj.): married in the past but not now married
cheater (n.): a person who behaves in a dishonest way

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UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF

ESPECIALIZATION IN LENGUAGE AND LINGUISTIC

IN PARTIAL FULFILLMENT OF THE REQUERIMENTS FOR THE

LICENCIADO EN LENGUA INGLESA Y LINGSTICA

IMPORTANCE OF READING COMPREHENSION ACTIVITIES IN THE

UNDERSTANDING OF A TEXT FOR THE DEVELOPMENT OF THE

DESIGN OF A BOOKLET WITH SHORT STORIES AND READING

AMARILIS ZAMBRANO AVILES

JONATHAN GARCA VERA

MSc. CARLOS VALLE

FACULTAD DE FILOSOFA, LETRAS Y CIENCIAS DE LA EDUCACIN

ESCUELA DE LENGUAS Y LINGUISTICAS

MSc. Silvia Moy-Sang Castro MSc. Jos Zambrano Garca

DIRECTOR DE CARRERA Ab. Sebastin Cadena Alvarado

Guayaquil, 24 de agosto del 2017

En virtud que las autoridades de la Facultad de Filosofa, Letras y Ciencias

Guayaquil, 4 de septiembre del 2017

intelectuales del proyecto educativo con el tema:

IMPORTANCE OF READING COMPREHENSION ACTIVITIES IN THE

UNDERSTANDING OF A TEXT FOR THE DEVELOPMENT OF THE

PROPUESTA: DESIGN OF A BOOKLET WITH SHORT STORIES AND

READING COMPREHENSION ACTIVITIES

Pertenecen a la Facultad de Filosofa, Letras y Ciencias de la Educacin.

AMARILIS ZAMBRANO JONATHAN GARCA

TOPIC: importance of reading comprehension activities in the

AMRILIS ZAMBRANO JONATHAN GARCA

EL TRIBUNAL EXAMINADOR OTORGA

Jonathan Garca Vera

Every challenging work needs self-efforts as well as guidance of elders

All my academic achievements are also dedicated to my daughters,

Amarilis Zambrano Avils

We thank God because he has strengthened us in moments when

Thanks to all the members of educational community teachers,

Thanks to all of you.

Jonathan Garca Vera & Amarilis Zambrano Avils

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

CARRERA: Languages and Linguistics

AUTHOR(S) NAMES AND Telfono: E-mail:

CARRERA: Lenguas y Lingstica

TTULO OBTENIDO: Licenciatura en Ciencias de la Educacin, mencin en Lengua

PALABRAS CLAVE: Habilidad de Lectura, Comprensin de Lectura

No. DE REGISTRO (en base de No. DE CLASIFICACIN:

DIRECCIN URL (tesis en la web):

CONTACTO CON Telfono: E-mail:

Approbations letter iii

Graphic Index xvi

Chapter I. The problem 3

Context of the investigation 4

Problem of the investigation 4

Formulation of the problem 5

Questions of the research 6

Chapter II. Theorical frame 9

The epistemological foundation 9

Reading comprehension activities 9

Assessment strategies and techniques 13

What is text cohesion? 16

Types of reading texts 17

Retrieve relevant background knowledge 22

Chapter III. Methodology design 35

Population and sample 37

Quantitative data collection 39

Qualitative data analysis 39