i

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

PREVIO A LA OBTENCION DEL TITULO DE LICENCIADA EN CIENCIAS

DE LA EDUCACION

ESPECIALIZACION: LENGUAS Y LENGUISTICA

EDUCATIONAL PROJECT

THEME:

¨INCIDENCE OF EFFECTIVE TEACHING TECHNIQUE FOR THE

DEVELOPMENT OF READING COMPREHENSION SKILLS¨

PROPOSAL:

DESIGN OF A BOOKLET WITH READING ACTIVITIES AND EXERCISES

RESEARCHER: SOLEDISPA QUIMIS MARGARITA DEL ROCÍO

PROJECT ADVISOR: MSC. RODRIGO GUERRERO SEGURA

GUAYAQUIL-ECUADOR

2017

ii

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

____________________________ _________________________

MSC. SILVIA MOY-SANG CASTRO MSC. WILSON ROMERO DÁVILA

DECANA SUBDECANO

FACULTAD DE FILOSOFÍA FACULTAD DE FILOSOFÍA _______________________ _____________________ MSC.ALFONSO SANCHEZ MSC.LARRY TORRES

DIRECTOR SUBDIRECTOR

ESCUELA DE LENGUAS ESCUELA DE LENGUAS

_____________________ AB. SEBASTIAN CADENA SECRETARIO GENERAL

iii

iv

DEDICATION

This project is dedicated to my God with his divine power because it has helped

me to have a fair strength and guided me. To my parents Mateo y Amada for its

prayers. To my husband franklin Almeida and my beloved Childs for the

motivation gave every day to come to culminate successfully.

Thanks for unconditional loved y support.

MARGARITA DEL ROCIO SOLEDISPA QUIMIS

v

ACKNOWLEDGEMENT

My sincere gratitude goes to God, who helped and contributed in making this

study possible. My family especially my husband who has been my support and

counselor my children to Damaris who has been my indispensable help in this

work and my sisters and brothers.

My appreciation goes to MSc RODRIGO GUERRERO he has guided.

I also wish to thank are given million thanks my family who have supported

me in this long journey.

MARGARITA DEL ROCIO SOLEDISPA QUIMIS

vi

REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS – INGLES

TITULO Y SUBTITULO: Incidence of effective teaching technique for the development of reading comprehension skills. Design of a booklet with reading activities and exercises.

AUTOR: Margarita del Rocío Soledispa Quimis

REVISOR: Lcdo. Rodrigo Guerrero Segura

INSTITUCIÓN: UNIVERSIDAD ESTATAL DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación – Escuela de Lenguas y Lingüística

CARRERA: LICENCIATURA EN LENGUA INGLESA Y LINGÜÍSTICA

FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 159

ÁREAS TEMÁTICAS: EDUCACION

PALABRAS CLAVE: skills, technique, teaching and reading.

RESUMEN: The study was carried out with the purpose of examining the incidences of effective teaching techniques for the development of reading comprehension skills in the city of Guayaquil. To consults on the relationship of teaching techniques with the development of reading comprehension skills, the lack of knowledge of effective teaching techniques by teachers is was. The teaching practice is characterized by using traditional methods to the evidenced it was proposed to contribute with the improvements as aid to the process teaching language learning. Then the students were involved in the verified study a survey was used with questions related to reading comprehension to collect data. The same ones that were examined by descriptive statistics to establish the frequency of teaching technique employed by the students revealed significant differences between the students and there was a positive affinity in the reading comprehension. N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO URL (tesis en la web):

ADJUNTO PDF: SI

CONTACTO CON AUTOR: Margarita del Rocío Soledispa Quimis

Teléfono: Email: 0986032616 margaritaroci@hotmail.com

CONTACTO EN LA INSTITUCION: Nombre: Msc. Alfonso Sánchez– Director de Lenguas

Teléfono: 0980055832

E-mail: lenguas.linguistica.filo@gmail.com

vii

REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS – INGLES

TITULO Y SUBTITULO: Incidence of effective teaching technique for the development of reading comprehension skills. Design of a booklet with reading activities and exercises.

AUTOR: Margarita del Rocío Soledispa Quimis

REVISOR: Lcdo. Rodrigo Guerrero Segura

INSTITUCIÓN: UNIVERSIDAD ESTATAL DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación – Escuela de Lenguas y Lingüística

CARRERA: LICENCIATURA EN LENGUA INGLESA Y LINGÜÍSTICA

FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 159

ÁREAS TEMÁTICAS: EDUCACION

PALABRAS CLAVE: skills, technique, teaching and reading.

RESUMEN: El estudio fue ejecutado con la propósito de examinar las incidencias de las

técnicas efectivas de enseñanza para el desarrollo de las destrezas de la comprensión

lectora en la ciudad de Guayaquil. Se consultó sobre la relación de enseñanzas de

técnicas con el desarrollo de las destrezas lectoras, Se evidencio el desconocimiento

de las técnicas efectivas de enseñanza por parte de los docentes. La práctica docente

se caracteriza por usar métodos tradicionales ante lo evidenciado se propuso contribuir

con las mejoras como ayuda al proceso enseñanza aprendizaje del idioma. Luego los

estudiantes fueron participes en el estudio verificado se usó una encuesta con

preguntas relacionadas con la comprensión lectora para recolectar datos. Los mismos

que se examinaron mediante estadísticas descriptivas para establecer la frecuencia de

técnica de enseñanza empleada por los alumnos se revelo diferencias significativas

entre los estudiantes y hubo una afinidad positiva en la comprensión lectora.

N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO URL (tesis en la web):

ADJUNTO PDF: SI

CONTACTO CON AUTOR: Margarita del Rocío Soledispa Quimis

Teléfono: Email: 0986032616 margaritaroci@hotmail.com

CONTACTO EN LA INSTITUCION: Nombre: Msc. Alfonso Sánchez– Director de Lenguas

Teléfono: 0980055832

E-mail: lenguas.linguistica.filo@gmail.com

viii

Universidad De Guayaquil

Facultad De Filosofía Letras Y Ciencias De La Educación

Carrera De Lenguas Y Lingüística

Modalidad Semi - Presencial

THEME: Incidence of effective teaching technique for the development of reading

comprehension skills in the students 8th grade, at Unidad Educative Maria

Mercedes Cleòfe Silva Carrion.

PROPOSAL: Design of a booklet with reading activities an exercises.

RESEARCH: Soledispa Quimis Margarita del Rocío

TUTOR: LCDO. RODRIGO GUERRERO SEGURA

ABSTRACT

The study was carried out with the purpose of examining the incidences of

effective teaching techniques for the development of reading comprehension

skills in the city of Guayaquil. To consults on the relationship of teaching

techniques with the development of reading comprehension skills, the lack of

knowledge of effective teaching techniques by teachers is was. The teaching

practice is characterized by using traditional methods to the evidenced it was

proposed to contribute with the improvements as aid to the process teaching

language learning. Then the students were involved in the verified study a survey

was used with questions related to reading comprehension to collect data. The

same ones that were examined by descriptive statistics to establish the frequency

of teaching technique employed by the students revealed significant differences

between the students and there was a positive affinity in the reading

comprehension.

Universidad De Guayaquil Facultad De Filosofía Letras Y Ciencias De La Educación

Modalidad Semi - Presencial Carrera De Lenguas Y Lingüística

THEME: Incidencia de las técnicas efectivas lectoras de enseñanza para el

desarrollo de las destrezas de la comprensión lectora en los estudiantes de 8vo

grado, en la Unidad Educativa María Mercedes Cleòfe Silva Carrión.

PROPOSAL: Diseño de un folleto con actividades y ejercicios de lectura.

RESEARCH: Soledispa Quimis Margarita del Rocío

TUTOR: Master. RODRIGO GUERRERO SEGURA

RESUMEN

El estudio fue ejecutado con el propósito de examinar las incidencias de las

técnicas efectivas de enseñanza para el desarrollo de las destrezas de la

comprensión lectora en la ciudad de Guayaquil. Se consultó sobre la relación de

enseñanzas de técnicas con el desarrollo de las destrezas lectoras, Se evidencio

el desconocimiento de las técnicas efectivas de enseñanza ante lo evidenciado

se propuso contribuir por parte de los docentes. La práctica docente se

caracteriza por usar métodos tradicionales con las mejoras como ayuda al

proceso enseñanza aprendizaje del idioma. Luego los estudiantes fueron

participes en el estudio verificado se usó una encuesta con preguntas

relacionadas con la comprensión lectora para recolectar datos. Los mismos que

se examinaron mediante estadísticas descriptivas para establecer la frecuencia

de técnica de enseñanza empleada por los alumnos se revelo diferencias

significativas entre los estudiantes y hubo una afinidad positiva en la

comprensión lectora.

ix

TABLE OF CONTENTS

CONTENTS

COVER i

PAGE OF DIRECTIVES ii

TUTOR´S REPORT iii

DEDICATION iv

ACKNOWLEDGEMENT v

SENESCYT REPOSITORY PAGE -ENGLISH vi

SENESCYT REPOSITORY PAGE - SPANISH vii

ABSTRACT viii

TABLE OF CONTENTS ix

INDEX OF CHARTS xii

INDEX OF GRAPHICS xiii

INTRODUCTION 1

CHAPTER I

THE PROBLEM

Context of the research 4

Conflict- Situation 5

Scientific fact 5

Causes 6

Problem Statement 6

Objectives of the investigation 6

General objective 6

Specific objectives 7

Questions of investigation 7

Justification and importance 8

x

CHAPTER II

THE THEORETICAL FRAMEWORK

Backgrounds 9

Reading Comprehension 10

Characteristics of Reading Comprehension 11

Importance of Reading Comprehension 15

Reading Comprehension Strategies 16

Components of Reading 18

Teaching Technique 20

Influence and Importance 21

Teaching Techniques Process 21

Steps of Teaching Techniques 23

Epistemological Foundation 25

Pedagogical Foundation 26

Sociological Foundation 28

Psychological Foundation 30

Legal Foundation 31

CHAPTER III

METHODOLOGY

Modality of the investigation 34

Types of the investigation 34

Descriptive Research 35

Quantitative Research 35

Qualitative Research 36

xi

Field Research 36

Explanatory Research 37

Bibliographic Research 37

Population 38

Operationalization of Variables 42

Methods for the Investigation 43

Techniques for the Investigation 45

Interview to the Principal 48

Survey to the English Teacher 50

Total result of the surveys 52

Analysis and interpretation of the results 53

Chi-square 64

Conclusions 65

Recommendations 65

CHAPTER IV

THE PROPOSAL

Antecedents 66

Justification 67

General Objectives 67

Theoretical Aspects 68

Pedagogical Aspect 68

Sociological Aspect 69

Psychological Aspect 70

Legal 72

Feasibility 73

Technical 73

Importance 74

Description of the proposal 75

Validation of the Proposal 76

Social Impact and Beneficiaries 76

Conclusion 77

Recommendations 77

Bibliography 79

xii

INDEX OF CHARTS

Nº CHARTS Page

CHART Nº 1 Population 38

CHART Nº 2 Sample 39

CHART Nº 3 You like to develop the reading comprehension skills. 53

CHART Nº4 You like to learn new techniques to improve your reading comprehension. 54 CHART Nº 5 Readings will be easy to understand if new words are introduced first. 55 CHART Nº 6 Readings require the use of different procedures and techniques. 56

CHART Nº 7 You like to understand when you read in English. 57

CHART Nº8 You like to study a technique to read. 58 CHART Nº 9 You like to read correctly. 59

CHART Nº 10 You have problems to pronounce when you read in English. 60 CHART Nº11 The use of additional didactic resources

will increase participation in class. 61

CHART N º 12 A booklets with new activities and exercises will motivate you to read more in English. 62

xiii

INDEX OF GRAPHICS

Nº GRAPHICS Page

CHART Nº 1 Population 28

CHART Nº 2 Sample 29

CHART Nº 3 You like to develop the reading comprehension skills. 53

CHART Nº4 You like to learn new techniques to improve your reading comprehension. 54

CHART Nº 5 Readings will be easy to understand if new words are introduced first. 55

CHART Nº 6 Readings require the use of different procedures and techniques. 56

CHART Nº 7 You like to understand when you read in English. 57 CHART Nº8 You like to study a technique to read. 58 CHART Nº 9 You like to read correctly. 59

CHART Nº 10 You have problems to pronounce when you read in English. 60 CHART Nº11 The use of additional didactic resources

will increase participation in class. 61

CHART N º 12 A booklets with new activities and exercises will motivate you to read more in English. 62

1

INTRODUCTION

The inclination for teaching and learning English is increasing in our

country whose main center is how to teach because it is very important

today, and it is necessary to current generations to learn this language. the

effective techniques of teaching are of great importance because they are

going to be theorists and applied step by step so that motivate students to

develop the skills and ease of understand and comprehend the readings,

and are more interesting that emphasize attitudes and skills to learn

through the cognitive system.

Teachers apply a variety of strategies and steps in a communicative

way to improve the development of skills in the readings and activities

shown with criteria to improve the reading acquisition processes.

The argument will enrich and innovate new proposal in a valuable

way. In this plan is going to carry out a very extensive investigation to

establish whether the effective techniques of teaching help to the

development of the dexterity of the reading comprehension in the

acquisition of knowledge. Finally, to form the future pupils takes as a basic

target to be able to transform attitudes, style and professional

commitments with the education

.

2

The four chapters are detailed as follows:

CHAPTER ONE Context Of The Problem, Conflict Situation, Scientific

Fact, Causes, Formulation Of The Problem, Variables, Objectives,

Questions Of The Research, Justification.

CHAPTER TWO The Theoretical Framework, Backgrounds, Reading

Comprehension, Definition, Characteristics Of Reading Comprehension,

Analysis, Coherence, Creativity, Synthesis, Concentration, Clarity,

Incidence, Identify Words, Constructing, Importance Of Reading

Comprehension, Reader, Text, Reading Comprehension Strategies,

Previewing And Predicting, Activity Prior Knowledge, Mental Imaging, Self-

Questioning, Components Of Reading, Comprehension, Retention,

Decoding, Teaching Technique, Definition, Influence And Importance,

Teaching Techniques Process, Survey, Question, Read, Recite, Review

,Steps Of Teaching Techniques, Skimming, Scanning, Decoding,

Epistemological Foundation, Pedagogical Foundation, Sociological

Foundation, Psychological Foundation, Legal Foundation.

3

CHAPTER THREE Design of the Investigation, Types, and Descriptive,

Explanatory, Qualitative And Quantitative Research. Population And

Sample, Variable Matrix, Methods Of Investigation, The Scientific,

Statistical, Observation, Techniques And Instruments, Surveys And

Interviews, Questionnaire, Interview To Director And Teacher, Survey To

Students, Analysis And Interpretation Of The Results, Conclusions and

Recommendations.

CHAPTER FOUR Proposal, Justification, Objectives, Theoretical Aspects,

Feasibility, Description, Importance, Conclusions. Annexes, Documents,

Interviews and Surveys, Photos, the Proposal.

APPENDIXES

Appendix 1: Documents

Appendix 2: Surveys and interviews

Appendix 3: Photos

Appendix 4: The proposal

4

CHARTER I

THE PROBLEM

CONTEXT OF THE RESEARCH

The research topic was developed according to the effective

teaching techniques for the development of reading comprehension skill of

students 8th grade at school de education basic fiscal Maria Mercedes

Cleofe Silva Carrion. Where it is projected to give way to the difficulty that

has emerged from years in the learners due to the primary precedents

produced in the students by the deficient teaching of effective techniques

transmitted by the teachers.

Through this thesis and with the Design a booklet with reading

activities and exercises we can motivate students to overcome this

difficulty as they require an effective training for the development of

reading comprehension skills to be appropriate in the advancement of the

existence and in the society.

According to the need of the school is located in the northwest of

the city of Guayaquil in the parish of Tarqui, with a teaching personnel of

15 persons at Unidad Educative Maria Mercedes Cleofe Silva Carrion and

there are 700 students. Their authorities are the principal Master Manuel

Garcia Quinto, English Area graduate Gustavo Arauz. It is important to

mention that there are only 1 English tutor in the morning and other one in

the afternoon consequently it is little difficult to work with this whole

5

number of learners with only one who teach effective techniques. Then, it

is important to help them with the booklet on the present project.

CONFLICT – SITUATION

The problem that occurs in 8th grade basic education students who do

not have enough teaching and updating of effective techniques English

language, which manifested themselves in not having an expressive agility

and a good reading of the language.

It is therefore important to emphasize that the educational process is

not repetitive in the classroom, as they are not carried out practices that

help to change the teaching of foreign language. This institution does not

have the necessary resources, such as laboratory with equipment of;

projector, computers, texts and other tools to help the student.

All these reasons have defined that the development of reading

comprehension skill in the learners is very deficient and limited by the few

participation of the same in which we can appreciate the little interest in

reading, therefore we can determine a quick solution through the design of

a booklet with exercises and reading activities that generates reflection

and interest in reading comprehension as it is indispensable to improve

your Knowledge of a practiced and active form.

SCIENTIFIC FACT

Deficiency of the development of reading comprehension skills of

students 8th grade at school Education basic fiscal Maria Mercedes Cleofe

Silva Carrion school year 2016- 2017.

For this reason it is important to improve the students learning

regarding the English language with teachers trained with current

techniques according to the students' needs so that they can develop the

6

written expression and that in the educational institutions improve and

leave aside the traditionalist method By means of formative contents to

strengthen the communication between students and teacher.

CAUSES

Inappropriate teaching technique in the classroom due to traditional

methodology.

Deficiency of reading comprehension skills due to limited use of

vocabulary.

Inadequate use didactic resources due to present the new reading.

PROBLEM STATEMENT

¿How do the use of effective teaching techniques affect the

development of reading comprehension skill in the students of 8th grade at

Unidad Educative fiscal Maria Mercedes Cleofe Silva Carrion Area 09

district 8, province of Guayas, Guayaquil Canton, Parish Tarqui, school

year 2016-2017?

OBJECTIVES OF THE INVESTIGATION

GENERAL OBJECTIVE

To analyze the incidence of the effective teaching techniques for the

development of reading comprehension skill through a bibliographic study

and surveys in order to design a booklet with reading activities and

exercises.

7

SPECIFIC OBJECTIVES

To determine the influence of effective teaching techniques through

a bibliographic study.

To diagnose the level the reading comprehension skill through a

diagnostic test and a statistical analysis.

To select the most important aspect of the investigation to elaborate

the booklet by means of a bibliographical study.

QUESTIONS OF THE INVESTIGATION

What effective teaching techniques could we apply to increase the

level of English language learning?

What are the advantages of having an applicable material for

teaching a foreign language at Unidad Educative Maria Mercedes

Cleofe Silva Carrion?

How would students improve English language learning by using

effective teaching techniques?

What is the current situation of the development of the

comprehension of the reading skills?

What are the theoretical references that support the development

of the comprehension of the reading skills?

What would be the characteristics of the booklet with activities and

reading exercises?

8

JUSTIFICATION AND IMPORTANCE

Reading is essential to the human being, Students intend to read but

cannot interpret the texts; but through effective teaching techniques, for

the development of reading comprehension skills, learning for the

development of these skills will be encouraged.

However it is project will benefit the educational community it will be

of great help for teachers in their class who improve school performance

through a booklet with exercises and reading activities.

In this new proposal implies leaving behind these decontextualized

reality to give a new step to the new teaching of effective techniques in

which students have the opportunity to learn and understand and enjoy

teaching learning. Therefore the teacher must be prepared to attend to the

diversities of the students within the classroom allowing the development

of the potential of each one of them.

Due to the analysis made in our country it is more frequent and

primordial to learn the English Language as a second language since in

our country the demand is forced so that in the educational institutions the

teaching is guaranteed in order to obtain a better level of learning.

Nowadays. This project is either marked by the Ecuadorian

Constitution which mentions in the article343 the elasticity and energy of

the education system this system is inclusive .The project is based on the

regulation of the national Plan of Good living which establishes in article

343 that the "National system of education will have as purpose the

development of individual and collective capacities and potentialities of the

population that enable the learning and the generation and use of

knowledge, techniques, knowledge, arts and culture.”(p.59)

9

CHARTER II

THEORETICAL FRAMEWORK

BACKGROUNDS

This theoretical framework is developed according to the study that

is being given in an exhaustive way to the educational center according to

the failing of teaching techniques has been presented in the periods

passed. It was possible to verify in the School of language and linguistics

the existence of diverse topics that refer to the great flaw that it is emerged

within the pedagogy.

The theoretical framework applied to guide the research process

may be a theory or a set of theories or specific perceptions of those

theories. (Llahana, 2005, pág. 12)

It is usually detailed in enough depth that the reader can

understand the content for the existing study. (Bartlett, 2011, pág. 143)

10

READING COMPREHENSION

Definition

Reading comprehension is the ability to capture what is read, both

in reference to the exposed of the words that compose a text, as in relation

to the global comprehension of the text itself. An individual ability to

comprehend text is influenced by their traits and skills, one of which is the

ability to make inferences. If word recognition is difficult, students use too

much of their processing capacity to read individual words, which

interferes with their ability to comprehend what is read.

Reading comprehension have been elementary for describing how

representations of the text are constructed through a series of iterative

cognitive processes that serve to preserve the precise and global

coherence. (Santi, 2015 , p. 2)

But one of the most significant content is the difference between the

reading comprehensions a word recognition. The reading

comprehension test typically consist of text reading and multiple choice

questions about reading text tests. (Swanson, 2013, pág. 186)

11

CHARACTERISTICS OF READING COMPREHENSION

To give a correct comprehension of a text it is necessary that the

reader analyzes the need for attention of the following characteristics: to

construct meanings while reading, that is to say that the reader must

interpret each paragraph of the text and give its own Interpretation. For the

child to understand the reading must generate a mental representation of

the text referent. That is, to produce a scenario or mental model of a real

or hypothetical world in which the text receives sense.

Reading comprehension is not only influenced by story schema and

other characteristics of individual readers, but also by

characteristics of the text being read, including it is structure,

content, and vocabulary, structural elements include the story

grammar, which is the set of elements that constitute a story as well

as the rules that relate those elements. Experts have described a

number of different story grammar. (Harcourt, 2010, pág. 42)

Analysis

It is important to have an interaction between the reader and the

text, you must read to guide the reading and understand what is read and

this leads to a deep reflection to obtain the previous results. Subsequently,

disagree often in the field of reading and is to conceive the operation

psychic human, we must teach to read to understand the concept of

reading comprehension in an interactive manner and approximate

between the text and the reader. Then, at the moment it is of vital

importance for the students of 8th grade because it is one of the

components of the mental process when they perform a reading of word

after word.

12

The combination of the analysis of the texts with the analysis of

students behaviors gave me to see the subjects reading not only as

a practice of problem solving, but also as an intentional construction

of the stipulated, affirmed in the given indications by the texts

(Kusiak, 2009, pág. 94)

Coherence

Coherence is the necessary connection that must exist between the

ideas that the text presents in order to develop the subject that is being

presented in the class through the educator towards the students where

they put in practice the analyzed.

Coherence is refuted within the psychological sentence, but

knowing the casual efficacy of because it can facilitate his

comprehension. Coherence considers seems to be a crucial

element in text comprehension. Contrastive studies show qualitative

discrepancies between how readers develop text coherence.

(Kusiak, 2013, pág. 36)

Creativity

The teaching process must be imaginative to become a model,

putting into practice the development of creative thinking to transform it

into educational practice through students to achieve a high level of

development of their Capacities.

13

It is related to language skills. To maintain creativity, it is substantial

to cultivate good reading habits and reading comprehension skill in

children. Teacher will select books that are at a child reading level

so that he or she can build mental representations. (Perleth, 2015,

pág. 114)

Synthesis

Synthesis is to extract the main or central idea of a text with its own

words and it all depends on what he has read so that we can understand

and personalize it in addition to applying the underline.

Advocates the use of the fabled collection and notification literature

to teach synthesis. She explains, when choosing texts for the

purpose of synthesizing ideas and information, educators can

provide students with diligently preferred text sets at various reading

levels, in various genres, and in a variety of formats, including

websites and other technological sources. (Teger, 2012, pág. 79)

Concentration

Due to the big problem that we have visualized with regard to the

development of the reading comprehension it is few concentration in the

boys .It is type of aggressive reading will engage to help the student

concentrate on what has been read.

Another way is to use your imagination and create mental

impressions about what you are reading. Above all, don not let your

mind wander you must learn to concentrate only on what you are

reading. (Lombardo, 2001, pág. 81)

14

Clarity

Improve reading tells us the general goal, but improve reading

comprehension provides a greater level of clarity and understanding.

Improve skills in drawing inferences from text or making connections

between the text and one life experience is even more instructive about

the area of need. (Teger, 2012, pág. 79)

Incidence

The incidence is what happens in the course of an issue has

strength by implication for some reason. They can occur in various

contexts and situations. (Serra, 2004, p. 10)

Identify Words

The teacher can build from this sound play by leading children to

identify and then produce words with the similar initial sounds. (cullata,

2012, p. 130)

In order to comprehend text, a reader must be intelligent to identify

words speedily, know the meaning almost all of the words, and be

talented to association consecutive units of significance into a

coherent message (Westwood, 2008, p. 30)

15

Constructing

Cooperative reasoning is an approach for conversation in any

content area that is projected to stimulate critical thinking. After reading a

variety, the teacher postures a central question that is articulated so

students take a position for or beside the question.

Student discuss the question and must defend the position they

take in this manner, students collaboratively construct arguments

through a complex network of reasoning and through shared

evidence. (fleener, 2012, p. 94)

IMPORTANCE OF READING COMPREHENSION

The importance of reading comprehension is, between the reader

and the text constitutes an interaction; from this point of view,

comprehension is forged as a process in which the reader manages the

keys provided, adequate knowledge or previous experiences to deduce

the meaning that it plans to inform.

Reading comprehension is considered to be the concrete function

of procedure and cognitive strategies in a more habitual way. This

change in the concept of reading comprehension must be attributed

to the progress that, in recent years, has exercised the study of

cognitive skills. (Perez, 2005, p. 122)

16

Reader

Through the Eyes: consists of the information from the text. The

information is not visual or behind the eyes: which consists in the body of

knowledge of the reader. Thus, on the basis of the information of the text

and its own knowledge the reader will construct the meaning in a process.

Text

The election of a few suitable texts is a fundamental element in the

process of acquisition and development of the reading competition that we

must not spend for high. It is essential that the school does not adhere to

one or two types of texts; there are the acquired strategies those that they

have to help us to face the different types of text which we face.

READING COMPREHENSION STRATEGIES

Comprehension is manifested in the practices that can be: the

explanation what the student explains in his or her own words;

Exemplifying showing how to apply something in daily life about the

argument in question; Application use the information achieved to explain

a phenomenon not yet studied; Justification to give evidence; Comparison

and contrast refer the information to another similar or differentiate it;

Contextualization see the relation of the studied with something more

extensive; Generalization to be competent to make generalizations from

the inquiry achieved.

17

Reading comprehension strategies may include using connections,

asking questions, and identifying the importance of comprehension.

Struggling readers can use comprehension strategies to understand

the texts they are reading (Bolos, 2012, p. 17)

Previewing and Predicting

It is when we formulate hypotheses and make predictions about the

text (how will it be?; how will continue?; what will be the end?) The answer

to these question are found as we read.

Helps readers get the most out of a story by setting the stage,

engaging their interest, and focusing their thoughts (Scraper, 2006, p. 7).

Activating Prior Knowledge

Prior knowledge is one of the most important components of

reading comprehension, and can be referred to as all the experiences

learners may have acquired before the learning experiences.

The logical place to activate prior knowledge is at the first part of

any lesson, although activating prior knowledge may be used to enhance

whenever a new topic or concept is introduced (Gregory, 2006, p. 42).

Mental Imaging

As was the case with native speakers, nonnative speakers was

asked to generate write sentences using the idioms figuratively both prior

to and following the imaging session. At the beginning of the session, they

were told that thy would be presented with the idiomatic phrases they had

been given two weeks earlier and that they were to fro a mental image

based on the literal meaning of that phrase.

18

Self-Questioning

Is the ongoing process of the reader asking questions before,

during, and after reading to understand text the questions era based on

clues that are found in the text and are generated to spark curiosity that

focuses the reader attention on investigating, understanding, and

connecting to the text (E.Obiakor, 2009, p. 134)

COMPONENTS OF READING

In reading comprehension, there are some elements that cannot be

separated. Sentence structure or grammar and vocabulary are two main

components which have significant impact to improve reading ability.

When students are able to recognize the words meaning, they are able to

comprehend what they read. It is like two aspects which cannot be

separated for students in comprehending what they want to read.

Meanwhile, when students do not know the words meaning of the text,

they definitely cannot understand what they read.

Comprehension

As comprehension involves the interaction of a wide range of

cognitive kills and processes there are many occasion where difficulties

arise that may lead to comprehension failure.

Comprehension by definition is an act of trying to acquire the ideas

being conveyed or transmitted by the writer (manzo, 2005, p. 274).

19

The commonalities argued for in the simple view suggest that

instruction facilitating linguistic comprehension should likewise facilitate

reading comprehension, and indeed, a number of studies indicate that

improvements in listening comprehension lead to improvements in reading

comprehension (thompson, 2005, p. 15).

Retention

The retention is to retain something in the memory ;but the memory

and retention should not be confused with the memorization ,because this

is a process of mechanical type, useful for other matters, but not for

understanding. Students should use the retention of the readings or

vocabularies exercised in class.

Decoding

Students who read badly have difficulty understanding why their

decoding skills are insufficient. The cognitive resources are restricted, bad

decoders do not know the meaning of the words they read because they

do not have the capacity to process and store it, so they lose the

sequence of the text and do not capture the general sense of this.

The difficulty in acquiring decoding skill is that a natural strategy

based on selective association, while initially successful in linking the

printed and spoken word, has limited utility. (thompson, 2005, p. 14)

20

TEACHING TECHNIQUES

Definition

Teaching is the transmission of knowledge of the teacher towards

the student, through various means and techniques. Then can say that

teaching is an interactive work in conjunction with the students in which it

is made compartments of ideas or conversations in order to be able to

learn from each other and acquire knowledge in the surrounding

environment either in educational or social level.

Teaching is usually defined as telling or explaining ideas to others;

however, the term can also mean that, through teaching, a person has

influenced the life of another person in some meaningful way.

(Brownsberger, 2010, pág. 3)

Technique

The techniques are fundamental strategies within the educational

process that facilitate the teaching and learning of students within the

classroom starting from the constructivist perspective. We could say that

the techniques are a set of procedures and resources that are acquired or

learned, serve to catalog the information, facilitate their performance and

thus achieve the required results

It is valid processes that are in place in an active manner, favoring

the reflection of each student. It consists of a way of encouragement that

is shared in the classroom. (Saito, 2012, pág. 37)

21

INFLUENCE AND IMPORTANCE

You could say that is a particular trick, procedure to accomplish an

immediate objective through a shared style. It is an implementation of

interaction, development of initiatives oriented to change and improvement

that which actually takes place in a classroom.

The technique of teaching is vital but at the similar time we must

say that material is not of less significance. The achievement of

teaching- learning charges upon the technique as well as the

select of Materia (Elizabeth, 2010, pág. 59)

TEACHING TECHNIQUES PROCESS

Through these teaching techniques, we encourage students to

actively and motivationally learn to read in order to express their opinions

and skills.

Fundamentally, a teaching technique is a system considered to

achieve efficacy and efficiency in the teaching process. It may be

reflected as a kind of connection that joins theory with practice. One

of the most effective supports to comprehension ever developed is

the SQ3R technique. It was not recognized as a metacognitive

procedure (metacognition means knowledge of cognition or

knowledge of thought processes) (Stockard, 2006, p. 141)

22

Survey

In this step, the student gather the information necessary to focus

and formulate goals. Ask yourself the question, ¨what is this reading

about? try to make predictions about the content, write your prediction

down as a reminder as you read. Read the title. This helps you mind

prepare to receive the subject matter. Notice each boldface heading and

subheading to organize your mind before you begin to read and build a

structure for thoughts and details to come. Read captions for the pictures

and graphs

Question

Each heading is revolved into a question. For example in a social

studies book a heading says: vasco da Gama sail to India in this page of

SQ3R, this change to, when did vasco da Gama sail to India? Or why did

vasco da Gama sail to India? When studies first use technique, you should

help them develop questions. One way is to develop a list of common

beginnings for questions such as, when did, why are, why did, and why is.

Read

Students read down to the next boldface heading to find the answer

to the question.

Recite

After the Reading the student looks up from the book and tries to

answer the question. When student are first learning this technique, this

can be prepared orally as a class system. After they have had a chance to

practice, they should recite silently to themselves. If a student cannot

answer a question, he or she should read the material under that boldface

heading again.

23

Review

After the entire chapter has been read, student go back and read

only the questions derived from the boldface headings and see is they can

answer them. If any questions cannot be answered, they would read the

material under that question again.

TYPES OF READING TECHNIQUES

The types of reading techniques used as an axis that are adopted

along the curriculum are a group of people where self-learning is

strengthened collaboratively.

The focus should be on the techniques, which will help the student deal

independently with any text in his subject area, by teaching him different

ways of approaching a text. (Raman, 2005, pág. 47)

Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between

concepts in a text or using diagrams. Graphic organizers are known by

different names, such as maps, webs, graphs, charts, frames, or clusters.

Help students focus on the text structure "the differences between fiction

and nonfiction" as they read. It gives students the tools they can use to

examine and show relationships in a text. Help students write well-

organized summaries of a text.

24

Skimming

Means reading part of a text, such as the title, sub-headings and

the first sentences in paragraphs, to understand its purpose, its

organization and the main ideas. You can reach a speed count of even

700 words per minute if you train yourself well in this particular method.

Comprehension is of course very low and understanding of overall content

very superficial.

Scanning

Means looking quickly through a text for specific information.

Scanning involves getting your eyes to quickly scuttle across sentence and

is used to get just a simple piece of information. Interestingly, research has

concluded that reading off a computer screen actually inhibits the

pathways to effective scanning and thus, reading of paper is far more

conducive to speedy comprehension of texts

Decoding

Decoding is the process of translating print into speech by rapidly

matching a letter or combination of letters (graphemes) to their sounds

(phonemes) and recognizing the patterns that make syllables and words.

For children who enter with high decoding skills, the type of instruction in

the classroom does not matter with respect to their growth in decoding

skills. Children who enter with a low degree in vocabulary knowledge

learned more about Reading words in the classroom where the teacher

taught vocabulary, read aloud, did choral readings, monitored students

who entered with high vocabulary increased their word recognition skills in

the classrooms and those who read wrote more on their own.

25

EPISTEMOLOGICAL FOUNDATION

Epistemology is taken as a philosophical function, being a general

explanation of the practice of scientific knowledge; And as a critical

function as the explanation of the analysis with which each particular

science comes. That reality is understood and explained simultaneously

from all possible perspectives; and if we focus on a strategy this should be

studied in a complex and global way, because dividing it into small parts to

facilitate its study, is limited the field of knowledge action. Both the reality

and the thought and the knowledge are complex and because of this, it is

necessary to use the complexity to understand the world. Thus, the study

of a phenomenon can be made from the dependence of two 12

perspectives: holistic (refers to a study from the whole or all multiple) and

reductionist (to a study from the parties).

The work of the teacher plays a key role in the teaching of effective

techniques, it is the one who must correctly orient so that each child

carries out this activity with the appropriate use of the expression to

develop the skills of the reading comprehension and to contribute to the

formation of the students and to project them to the society with

expressive capacities and competencies.

In the teaching of effective English techniques in this section is

intended to contribute in relation to the epistemological reference that

bases the teaching of effective English techniques.

Assuming the social nature of knowledge and language, the

processes of acquiring a second language as a social activity could be

explained. However, the different approaches in teaching and learning are

poured into a torrent of controversies that generate unknowns, such as: Is

26

there a critical period for the learning of a second language? And are there

differences between the learning of a first and second language? In this

regard Bley-Vroman (2010) establishes that students have general skills

for language acquisition as long as there is an appropriate environment for

its part, White (2005) indicates 188 Journal Education 29 (2), 181-195,

ISSN: 0379-7082, 2005 that when you learn a second language the

student has to adjust the parameters set by their first language. Cognitive

principles include: automaticity: Through this form of learning, the

individual learns the language subconsciously, through an inductive

process, and without thinking about it

It is something similar to what McLaughlin called "automatic

process with peripheral attention to language forms" (McLaughlin: 1990).

Meaningful learning: This type of learning "dips" new information under

existing structures and memory systems, to create association links for

better retention of learning. This form of learning is strongly supported by

the cognitive Theories of Ausubel (2005). Meaningful learning of students

depends largely on prior knowledge. Prior knowledge represents the

experiences gained through educational activities that include content,

subject matter, thinking and language skills.

PEDAGOGICAL FOUNDATION

In this section is presented the way in which the definition of the

conception of the pedagogy and the evolution of this one throughout the

history and its relation with the possibility of being a science was built.

Sometimes, when taught without a specific theoretical approach, it is

possible to pass through the different moments of the progress of the

pedagogy as science, without being aware of it the pedagogy, therefore,

has as object of study to the education of the Man in the Society, it

27

concentrates its attention, in the study of education as the process as a

whole, organized as the activity of the pedagogues and learners, of those

who teach and those who are learning, studies the purposes, the content,

the means and methods of the activity And the character of the changes

that man suffers in the course of education.

The "Science of Education" is presented, in its diverse perspectives,

as the most effective antidote against the veracity of the speculative

pedagogy and against the inefficacy of naive, intuitive and spontaneous

educational practices. That is to say, the sciences of education are the

way to the science of "common sense" on the pedagogical conception.

According to this definition, education presents, or must present,

certain elements such as processual (a process throughout life). This

educational process.

Education is provided by parents, teachers, public standards, the

media, (formal education given through the corresponding educational

system; and informal, through all the facts of everyday life). This

educational process attempts (or should procure) the maximum physical,

psychic (intellectual, emotional, affective) and social development of the

person, equally must seek the knowledge and acceptance of himself.

Implies from a maximum directivity from the first year of life of the boy or

girl until the total freedom when the educating reaches the age of the

youth and adulthood. It must from a maximum heteroeducación to a

maximum auto education.

As well as the management itself to achieve the maximum

development of the personality, as well as the capacity and reality to

incorporate with the highest guarantees and the best cooperation to the

28

communitarian adult life. Likewise, the educational process must facilitate

the decision-making capacity in a conscious and responsible way, for this

reason, education should not only seek to improve the educated person,

but also that of all its natural and social environment. (Tunney, 2014, pág.

61)

SOCIOLOGICAL FOUNDATION

In teaching effective English techniques based on the premise that

language is communication, communication is oral expression and written

expression; both of us allow human development as a biopsychosocial

unit; to say, through language the human being develops the emotional,

intellectual and social dimension. Learning is an interaction that gives

importance to the sociocultural environment and language constitutes the

main form of measurement, as it ensures the participation of individuals in

the processes of society and history.

In this sense, the communicative and functional approach of

teaching English demands educational processes that allow the use of

language in both oral and written form. The main objective of teaching

effective English as a foreign language must be the development of the

student's communicative competency. That is to say, through courses of

oral and written expression, the student learns to use the language, in the

sense of producing and comprehending oral and written texts attending

the correct articulation of the words and their ordering in sentences and

sentences.

Learning English as a foreign language means efficiency in social

performance as an issuer, as the speaker will be able to plan his or her

own speech, both orally and in writing, and as a recipient, capture the

characteristics of the productions Linguistics of the other speakers.

29

Sociological foundations are consistent with the linguistic principles which

focus on how the person is confronted with the linguistic systems.

Among the most important linguistic principles to consider are:

The effect of the mother tongue: The mother tongue is a determining factor

in the process of acquiring the second language. This effect acts in two

ways: on the one hand, it interferes in the process, since some of the

mistakes that the new speaker of the language commits are because it

assumes that the second language operates like its own language. On the

other hand, it acts as a facilitator as the apprentice of the Second

language has a scheme that allows him to develop skills and skills from

the previous knowledge in the oral and written communication.

Sauvignon; 2005:275). This approach highlights the linguistic

variation caused by social and cultural factors, broadening the notion of

competence to the communicative process. The reference framework for

linguistic activity is not only a particular language but a community in

context. From this perspective, the concept of communicative task is

based on the idea that a grammar is not internalized on its structure; but,

unconsciously, as a result of an internal process the need for

communication is created by the very structure of the task that the student

must solve. The student concentrates on the solution of the task and

"forgets" that is in foreign language class and, consequently, learns

distractedly, unconsciously, playing, thinking and/or creating. Thus, the

fundamental element of the task is the existence of a process of reasoning

whose basis of learning is the work experience, the reflection, the abstract

conceptualization and the action. Leashed in wanting to solve a need for

communication.

The student learns to communicate through the interaction in the

second language, be it with the companions, the professors or the texts.

30

From the social contribution, the learning of English mainly fulfills a

communicative function. In the education of young people these aspects

are essential elements that allow to train the professionals from a real

perception of what will be the labor field, emergent character. It is about

providing students with a cultural and technocratic background in the

teaching of the English language in terms of promoting the insertion of the

citizens into a market of labor and professional competence.

PSYCHOLOGICAL FOUNDATION

In teaching effective English techniques Psychological Foundation

focuses on people's emotional processes. It takes into account the

feelings of those who learn the language in relation to themselves, in their

relationships with other members of the community of speakers, and in

relation to the emotional ties between language and culture (Brown, 2005).

Among the affective principles can be cited: the ego of the language: as

the person learns to use the second language, develops a new way of

thinking, feeling and acting, a new identity. The new "ego of the Tongue",

interwoven with the ego of its mother tongue, creates in the one who

learns the second language a sense of fragility and helplessness, as well

as the emergence of inhibitions, because its deficiencies in the new

language make them feel incapable.

(Brown, 1991). • Self-confidence: The eventual success of those

who learns a second language depends, in much, on self-confidence and

on their abilities to achieve their goal (Brown, 1996). The language-culture

connection: Whenever a language is taught, a complex system of cultural

customs, values, and ways of thinking, feelings and attitudes is also

taught. Because of the close relationship between language and culture,

31

the main aspect of this principle is based on this complex interconnection

between the two.

It is indispensable that in the design of a curriculum in the teaching

of a second language, both the cultural element and the communication

should be considered as curricular axes in the curriculum. Since the

human being appropriates his culture through language, the pedagogical

mediation that encourages university work must have a conception that

responds to the interests of society and serves as a line of action for the

educational proposal mentioned in the educational unit

LEGAL FOUNDATION

CONSTITUCIÓN DE LA REPÚBLICA DEL ECUADOR (2008)

CAPÍTULO SEGUNDO

DERECHOS DEL BUEN VIVIR AMBIENTE SANO

Art. 14.- Se reconoce el derecho de la población a vivir en un ambiente

Sano y ecológicamente equilibrado, que garantice la sostenibilidad y el

Buen vivir, Sumak Kawsay. Se declara de interés público la preservación

del ambiente, la conservación de los ecosistemas, la biodiversidad y la

integridad del patrimonio genético del país, la prevención del daño

ambiental y la recuperación de los espacios naturales degradados.

COMUNICACIÓN E INFORMACIÓN

Art. 16.- Todas las personas, en forma individual o colectiva, tienen

Derecho a:

Una comunicación libre, intercultural, incluyente, diversa y participativa, en

todos los ámbitos de la interacción social, por cualquier medio y forma, en

su propia lengua y con sus propios símbolos.

32

Art. 26.- La educación es un derecho de las personas a lo largo de su

vida y un deber ineludible e inexcusable del estado. Constituye un área

28 prioritaria de la política pública de la inversión estatal, garantía de la

Igualdad e inclusión social y condición indispensable del buen vivir.

Art. 27.- La educación se centrará en el ser humano y garantizará su

desarrollo holístico, en el marco del respeto a los derechos humanos, al

Medio ambiente sustentable y a la democracia; será participativa,

obligatoria, intercultural, democrática, incluyente y diversa, de calidad y

Calidez; impulsará la equidad de género, la justicia, la solidaridad y la paz,

estimulará el sentido crítico, el arte y la cultura física, la iniciativa individual

y comunitaria, y el desarrollo de competencias y capacidades para crear y

trabajar. La educación es indispensable para el conocimiento, el ejercicio

de los derechos y la construcción de un país soberano, y constituye un eje

estratégico para el desarrollo nacional.

Art. 343.- El sistema nacional de educación tendrá como finalidad el

Desarrollo de capacidades y potencialidades individuales y colectivas de

La población, que posibiliten el aprendizaje, y la generación y utilización

de conocimientos, técnicas, saberes, artes y cultura. El sistema tendrá

como centro al sujeto que aprende, y funcionará de manera flexible y

dinámica, incluyente, eficaz y eficiente.

El sistema nacional de educación integrará una visión intercultural acorde

con la diversidad geográfica, cultural y lingüística del país, y el respeto a

los derechos de las comunidades, pueblos y nacionalidades.

Art. 347.- Será responsabilidad del Estado: Incorporar las tecnologías de

la información y comunicación en el proceso educativo y propiciar el

enlace de la enseñanza con las actividades productivas o sociales.

33

Art. 348.- La educación pública será gratuita y el Estado la financiará de

Manera oportuna, regular y suficiente. La distribución de los recursos

destinados a la educación se regirá por criterios de equidad social,

Poblacional y territorial, entre otros.

El Estado financiará la educación especial y podrá apoyar

financieramente a la educación fisco misional, artesanal y comunitario,

siempre que cumplan con los principios de gratuidad, obligatoriedad e

igualdad de oportunidades, rindan cuentas de sus resultados educativos y

del manejo de los recursos públicos, y estén debidamente calificadas, de

acuerdo con la ley.

Las instituciones educativas que reciban financiamiento público no

tendrán fines de lucro. La falta de transferencia de recursos en las

condiciones señaladas será sancionada con la destitución de la autoridad

y de las servidoras y servidores públicos remisos de su obligación.

Art. 350.- El sistema de educación superior tiene como finalidad la

Formación académica y profesional con visión científica y humanista; la

Investigación científica y tecnológica; la innovación, promoción, desarrollo

y difusión de los saberes y las culturas; la construcción de soluciones para

los problemas del país, en relación con los objetivos del régimen de

desarrollo.

34

CHAPTER III

MODALITY OF THE INVESTIGATION The design of the research, analyzes the methodological tools to use in

the analysis of this study; it is a process planning that follows to respond

and determine the incidence of effective teaching techniques for

development of reading comprehension skill of students.

The quantitative data of this study were collected using the

questionnaire for the student, which consist of modifying it and several

additional questions.

Data from each of the survey sections were encoded according to

their responses of similar scales. In this, various aspects of the

methodology of qualitative research were used to gather information in the

natural environment of the classes.

TYPES OF INVESTIGATION

It is evident that this study groups the types of explanatory,

descriptive investigation of field whose objective is to describe the

incidence the effective teaching techniques for development of the reading

comprehension skills at student in the Unidad educative.

35

DESCRIPTIVE RESEARCH

The descriptive investigation refers to the statistical data collecting

in order to observe and to identify the behavior between two or more

variables. We will proceed to make an analysis to determine the different

characteristics of the object of our study. According to the nature of the

information that is collected to respond to the problem of the investigation.

It is encloses the design description, registration, analysis and

version of the current nature and texture or terms of phoneme. The

point of view is made on compelling terminations or on as a person,

group or thing is obeyed or acts in the present (Tamayo, 2010, pág.

46)

This type of investigation describe all the process of inquiry and

determine the factors social and environmental that affect in them effective

teaching techniques in the students.

QUANTITATIVE RESEARCH

It be based on of the study of the variables that will allow us to

obtain numerical and statistical data which are essential for the

development of this project.

Identifies numerical data and information of the educators and

students to value the dimension of difficulty and to establish

solutions on the variables of the investigation (Muijs, 2010, p. 1).

36

QUALITATIVE RESEARCH

In the study of the variables that allows data collection whose

qualities will serve as management in the elaboration of the subject in

study. It was possible to determine the qualities of the population and the

sample in study of the situations or characters.

The orientation is in the Couse, perception, and meaning; the

research: is the main element of data collection and analysis; the

procedure is inductive; and the benefit is precisely descriptive. (Tisdell,

2015, p. 15)

FIELD RESEARCH

It is based on being direct contact with the study topic, this type of

investigation is the most suitable for the securing of the information.

Surveys, interviews and direct observation will be applied to of the area of

English, Principal, students of 8 grade at school education basic fiscal

Maria Mercedes Silva Carrion.

The research of field was based in the collection of all concisely from

the subjects investigated, or the reality where they cause the facts

(primary data), without execution or control variables some the

investigator acquires the information but does not alter situations

evident. (Phidias, 2012, p. 31)

37

EXPLANATORY RESEARCH

This type of investigation is directed to discover the beginning of the

events that happen in our environment. Explanatory Investigation is to

establish the causes of the events, events or phenomena that are studied

because it aims to explain the causes or events more important and

notorious of the problem.

Explanatory research aims to clarify why and how there is

reciprocity between two aspects of a reality or phenomenon. It is when a

study is carried out in order to investigate an area where little is known or

to find out the prospects of promoting a specific exploration study. (Kumar,

2005, pág. 10)

BIBLIOGRAPHIC RESEARCH

It constitutes in the compilation of scientific information itself that it

was in public library, which was of a valuable help for the development and

culmination of the investigation.

It is based on the methodical exploration, the material rigorous and

material of the phenomena at the corporation of the relationship between

two or more variables when opting for this type of study, the researcher

used documents, collected, selects, analyzes and presents results

documentary of any class. (Palely and Martins, 2010, p. 87)

The bibliographical investigation refers to the selection of

documents that offer information of interest as records of information,

books of teaching, Internet work, leaflets and articles that will be of

absolute importance.

38

POPULATION

The population is traditionally defined to human beings that inhabit

in the national territory. The set of all the things that agree with a certain

series of requirement. Are distributed throughout the length bread of the

country involved in the different areas of the organization social, economic,

political, religious, labor and artistic.

The population, or in more precise terms of unilateral population,

is a finite set or infinite synthesis with peculiarities habitual for

which will be extend the findings of the investigation.it Is determined

by the disadvantage and the objectives of the study. (Phidias, 2012,

p. 81)

The population is the object of study and is the universe of this

dissertation will be students and the place where we gives origin to the

research data of the effective techniques teaching through the interaction

of books and improve the development of the skills of reading

comprehension where you could detect the problem raised in which is

going the population of this research is determined by 1 Authority, 2

administrative, 18 teachers and 279 students; totaling 300, detailed in the

following table.

FRAME #1

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva Carrión.

Author: Margarita Soledispa Quimis

ITEM STAFF POPULATION

1 Directive 1

2 Administrative 2

3 Teachers 18

4 Students 279

TOTAL 300

39

SAMPLE

The sample is part of the population that is extracted with the

purpose of collecting specific information about a theme of study.

The sample is a subgroup of the population of interest that is

specified or defines precisely in advance with clarity and that should be

characteristic of this (Gomez, 2006, p. 110)

The sample will be not probabilistic choosing the population through

the selection of units of analysis according to the following table.

FORMULA

F= fraction sample 𝐹 =100

300= 0.33

n= sample size

N= population

Fraction sample

0, 33 x 1 directive = 0, 33 = 0, 3

0, 33 x 2 administrative = 0, 66 = 0, 7

0, 33 x 18 teachers = 5, 94 = 6, 0

0, 33 x 279 students = 92, 07 = 93, 0

Total = 100

40

FRAME #2

STRATUM

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé

Silva

Carrión.

Author: Margarita Soledispa Quimis

ITEM STAFF POPULATION SAMPLE

1 Directive 1 0,3

2 Administrative 2 0,7

3 Teachers 18 6,0

4 Students 279 93,0

TOTAL 300 100

41

OPERALIZATION VARIABLES

INDEPENDENT VARIABLE DIMENSION INDICATORS

TE

AC

HIN

G T

EC

HN

IQU

E

TEACHING

TECHNIQUES

A technique is a particular method of

doing an activity, usually a method that

involves practical skills.

INFLUENCE

AND

IMPORTANCE

It is a particular trick, procedure to

accomplish an immediate objective.

It is an implementation-that which actually

takes place in a class room.

It must be consistent with the method and

harmony with approach as well.

READING

TECHNIQUES

PROCESS

Survey

Question

Read

Recite

Review

TYPES OF

READING

TECHNIQUES

Graphic and semantic organizers Skimming Scanning Decoding

DEPENDENT VARIABLE DIMENSION INDICATORS

RE

AD

ING

CO

MP

RE

HE

NS

ION

READING

COMPREHENSION

Reading comprehension is the ability to capture what is read.

CHARACTERISTIC

Analysis

Coherence

Creativity

Synthesis

Concentration

IMPORTANCE

Improve the cognitive process.

Reinforce the recent vocabulary learned.

Permit to develop previous knowledge.

Reader

Text

STRATEGIES

Previewing and predicting text

Self-Questioning

Activating prior knowledge

Mental imaging

COMPONENTS OF

READING

Comprehension

Retention

Decoding

42

METHODS FOR THE INVESTIGATION

There are a series of stages and steps that it is necessary to

analyze to come to the knowledge he sustains himself in laws that have

been deduced by the man taking validity or of doing something to reach an

objective.

SCIENTIFIC METHOD

This method consisting is as way and process of evidence of the

current difficulty in them educating being based on its insufficiencies

analyzing and verifying to create necessary measures.

It is a set of forms in which the difficulties are scientists and are put

to the test the assumption and the instruments of investigative work. “The

set of attempts, techniques and procedures that are used to formulate and

resolve problems of research through the testing and verification of

hypotheses (Arias, 2012, p. 33)

DEDUCTIVE METHOD

This method led me to establish the causes and check my assumption

of the information obtained to learners in the educative unit.

This method is which seeks to infer on a proposition made starting

from traits completely general, towards them more particular so is

guarantees the veracity of them conclusions, if not is invalidates the logical

applied.

43

INDUCTIVE METHOD

I went to this method because it will expand what is perceived of the

effective teaching techniques for the development of reading

comprehension skill of the students of 8th grade of the school of basic

education Maria Mercedes Cleofe Silva Carrion.

This method is the one that obtains the general conclusions from

specific ideas across analysis of facts and phenomena in particular it

realizes a study by means of the logic and allows the formation of

hypothesis, investigation of scientific laws and demonstrations of

conclusions.

DIRECT OBSERVATION

For this method to collect data classroom for interaction between a

number people of to find and purchase details on teaching interaction

student in the effective teaching techniques for the development of reading

comprehension skill.

It is a technique of collecting information in which the observer is

related immediate and personally with the phenomenon to observe.

Visualizing their activities carried out in the action of their occupations.

The observation is a skill that lies in view or receiving by means of the

sight, in methodical form, any fact, phenomenon that takes place in the

environment or in the society according to a few pre-established

investigation targets (cesar, 2010, p. 69)

44

TECHNIQUES FOR THE INVESTIGATION

The technique is a set of practical knowledge or procedures to

obtain the desired result.

It will be reasoned by research technique, the means or particular

form of acquiring data or information. (Phidias, 2010, p. 67)

The process of gathering information through surveys and

interviews applied to the students, teacher and principals at school of

education basic fiscal Maria Mercedes Cleofé Carrion, was developed in

an efficient manner, obtaining the required information.

INTERVIEW

It is the personal communication established between the

investigators ends the subject of study at the end of obtaining verbal

answers to the questions raised on the proposed problem.

The interview more than a simple questionnaire, is a technique

established on a conversation or “face to face” conversation between the

interviewer and the interviewee on an argument previously fixed, in such a

way that the interviewer can obtain the information cited (Phidias, 2010, p.

73)

Interview to Principal of the campus and the teacher of 8th grade

with the purpose to obtain sensitive information by means of a dialog and

proximity to the interviewed determining closed questions with certain

sequences prepared and structured narrating their knowledges and

45

arguments on the effective teaching techniques for the development

reading comprehension skills.

SURVEY

The oral survey is based on an examination “face to face” or for

telephone route in which the pollster asks and the interrogated person

answers in the oral survey that few and brief questions are realized

because its duration is quite short.

Define the survey as a technique that seeks to obtain information that

provides a group or sample of subjects about themselves, or in

accordance with a particular argument (Phidias, 2010, p. 72)

This technique was applied to the acquisition of data through a semi

structured survey to students of 8th grade with written questions in chart or

table Likert-type that was given to the same. In this diagram shows the

results of the research through analysis, graphical representation,

interpretation, conclusions and recommendations elaborated the results in

a table and the percentages of the required reports, the same as have

been represented in pie with its own analysis showing the findings of the

survey conducted to students of 8th grade.

46

ANALYSIS AND INTERPRETATION OF THE RESULTS

INTERVIEW WITH THE PRINCIPAL

According to interview the Principal Master Manuel Garcia Quinto at

school basic education fiscal Maria Mercedes Cleofé Silva Carrion was

obtained the following information.

The school at present uses the texts implemented by the government

that serve as help and he guides for the teacher and to be able to interact

with his students.

In the deficiencies found, we can appreciate that there is not a suitable

atmosphere to be able to provide the correct classes, there is no

technological resources for good teaching and learning of the English

language in the learners.

Also they are not provided with appropriate materials that they help

to the skills development and the interest to perfect the reading

comprehension.

Are the lack of effective teaching technique for the development of

reading comprehension skill it has proposed to design a booklet with

activities and easy exercises in consequence that do not count with

sufficient hours class only work with the text.

47

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGÜÍSTICA

INTERVIEW TO THE PRINCIPALS

OBJETIVE: To determine if the current of effective teaching techniques

used in the classroom are promoting the reading comprehension skills of

the students of 8th grade at school basic education fiscal Maria Mercedes

Cleofé Silva Carrion.

1. - Do you consider necessary the effective teaching techniques? Why?

2. -Do you think that the effective teaching techniques will motivate the

student to read in English?

3. - Would you support the development of this project? How?

4. - Do you think that teacher use effective teaching techniques in every

class?

5.-Do you think that teachers promote the practice of reading

comprehension in class?

6.-Do you think that the teacher promotes a favorable learning atmosphere

to develop reading comprehension?

7.-Do you consider important the development of reading comprehension

skills in the students?

8. - Do you consider that active participation motivates the students to

read texts?

9.-Do you think that the elaboration of a booklet with activities and

exercises is important for the development of reading comprehension

skills?

10. - Do you think that the implementation of a booklet with activities and

exercises may help students to enhance their reading comprehension

skills?

48

ANALYSIS AND INTERPRETATION OF THE RESULTS

INTERVIEW WITH THE TEACHER

The interview realized to the Graduate Gustavo Arauz teacher of 8th

grade at school fiscal Maria Mercedes Cleofe Silva Carrion the following

information was obtained.

At present the professor is conscious of occurring irregularities that

must be resolved as soon as possible in fact tries to practice skills and

skills for effective teaching techniques for the benefit of learners

Among the failings found is the little time of hours class, high

volume of students, the insufficient vocabulary makes it a class

monotonous. The origin of these factors makes the learner demonstrate

little interest to learn the effective teaching of techniques that would enable

them to develop their skills to the reading comprehension in the English

language.

Due to the failings that was evidence is enabling our intervention

and after the information collected and analyzed we can supply proposed

with activities and exercises for reading that will serve as a great help for

the teacher and students.

49

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE ENGLISH TEACHER

OBJETIVE: To determine if the current effective teaching techniques used

in the classroom are promoting the reading comprehension skills of the

students of 8th grade basic education at school fiscal Maria Mercedes

Cleofé Silva Carrion.

1.-Do you consider that English teachers motivate the students to read?

2. – Do you consider important the effective teaching techniques? Why?

3. - Do you believe that the attitude of teachers is positive to promote

reading in class?

4. – What are the factors that prevent students to understand the

readings?

5. - Do you consider that teacher develops reading comprehension skills in

class?

6. - Do you think that the use of new dynamics may help to develop of

reading comprehension skills?

7.-What is the most difficult aspect to develop reading comprehension in

class?

8. – Do you think that the reading comprehension will improve through the

active participation of students?

9. - Do you think that it is necessary an additional didactic element to

promote reading in class?

10. - Do you think that is favorable to apply a booklet with activities and

exercises?

51

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE STUDENTS

OBJECTIVE: To obtain information about the use of effective teaching techniques

to development the reading comprehension skills of the students of 8th grade at

school basic education fiscal Maria Mercedes Cleofé Silva Carrion.

Source: Escuelade Educación Básica Fiscal María Mercedes Cleofé Silva Carrión.

Author: Margarita Soledispa Quimis

ITE

MS

STATEMENTS TO

TA

LLY

DIS

AG

RE

E

DIS

AG

RE

E

IND

IFF

ER

EN

T

AG

RE

E

TO

TA

LLY

AG

RE

E

1 You like to develop the reading comprehension skills

2 You like to learn new techniques to improve your reading

comprehension

3 Readings will be easy to understand if new words are

introduced first

4 Readings require the use of different procedures and

techniques

5 You like to understand when you read in English

6 You like to study a technique to read

7 You like to read correctly

8 You have problems to pronounce when you read in English

9 The use of additional didactic resources will increase

participation in class

10 A booklet with new activities and exercises will motivate you to

read more in English.

52

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE STUDENTS

OBJECTIVE: To obtain information about the use of effective teaching techniques

to development the reading comprehension skills of the students of 8th grade at

school basic education fiscal Maria Mercedes Cleofé Silva Carrion.

Source: EscueladeEducaciónBásicaFiscal María Mercedes CleoféSilvaCarrión.

Author: Margarita Soledispa Quimis

ITE

MS

STATEMENTS TO

TA

LLY

DIS

AG

RE

E

DIS

AG

RE

E

I

ND

IFF

ER

EN

T

AG

RE

E

TO

TA

LLY

AG

RE

E

1 You like to develop the reading comprehension skills 2 1 1 37 4

2 You like to learn new techniques to improve your reading

comprehension

3

3 2 21 16

3 Readings will be easy to understand if new words are

introduced first 2 2 5 26 10

4 Readings require the use of different procedures and

techniques 3 10 2 10 20

5 You like to understand when you read in English 3 1 1 30 10

6 You like to study a technique to read 1 4 3 20 17

7 You like to read correctly 8 20 1 11 5

8 You have problems to pronounce when you read in

English 11 6 1 14 13

9 The use of additional didactic resources will increase

participation in class 3 0 2 33 7

10 A booklet with new activities and exercises will motivate

you to read more in English. 5 1 4 26 9

53

4%2%

2%

83%

9 %

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 1: You like to develop the reading comprehension skills Chart #1

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 2 4%

DISAGREE 1 2%

INDIFERENT 1 2%

AGREE 37 83%

TOTALLY AGREE 4 9%

TOTAL 45 100%

Graphic #1

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 4% of the students answered totally

disagree, 2% of the students were in disagree, 2% of the students

answered indifferent to the questions, 83% of students agreed to develop

the reading comprehension skills, and 9% of them answered totally agree

to develop the reading comprehension skills. For that reason we will use

reading image.

54

10%

7%

4%

47%

36%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 2: You like to learn new techniques to improve your reading comprehension. Chart #2

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 3 7%

DISAGREE 3 7%

INDIFERENT 2 4%

AGREE 21 47%

TOTALLY AGREE 16 36%

TOTAL 45 100%

Graphic #2

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 7% of the students answered totally disagree, 7% of the students were in disagree, 4% of the students answered indifferent to the questions, 47% of students agreed to learn new techniques to improve your reading comprehension, and 36% of them answered totally agree to learn new techniques to improve your reading comprehension. For that reason we will use short histories for to implement the class.

55

4% 4%

11%

58%

22%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 3: Readings will be easy to understand if new words are introduced first. Chart #3

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 2 4%

DISAGREE 2 4%

INDIFERENT 5 11%

AGREE 26 58%

TOTALLY AGREE 10 22%

TOTAL 45 100%

Graphic #3

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 4% of the students answered totally

disagree, 4% of the students were in disagree, 11% of the students

answered indifferent to the questions, 58% of students agreed reading will

be easy to understand, and 22% of them answered totally agree reading

will be easy to understand if new words are introduced first.. For that

reason we will use little reading.

56

7%

22%

4%

22%

44%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 4: Readings require the use of different procedures and techniques. Chart #4

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 3 7%

DISAGREE 10 22%

INDIFERENT 2 4%

AGREE 10 22%

TOTALLY AGREE 20 44%

TOTAL 45 100%

Graphic #4

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva Carrión. Author: Margarita Soledispa Quimis ANALYSIS: According to the results, 7% of the students answered totally disagree, 22% of the students were in disagree, 4% of the students answered indifferent to the questions, 22% of students agreed that the read require the use of different procedure and technique, and 44% of them answered totally agree that reading require the use of different procedure and techniques. For that reason we will use strategies for to read.

57

7% 2%2%

67%

22%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 5: You like to understand when you read in English.

Chart #5

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 3 7%

DISAGREE 1 2%

INDIFERENT 1 2%

AGREE 30 67%

TOTALLY AGREE 10 22%

TOTAL 45 100%

Graphic #5

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 7% of the students answered totally

disagree, 2% of the students were in disagree, 2% of the students

answered indifferent to the questions, 67% of students agreed that you like

to understand when you read in English, and 22% of them answered

totally agree that you like to understand when you read in English. For that

reason we will use books in general.

58

2% 9%

7%

44%

38%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 6: You like to study a technique to read. Chart #6

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 1 2%

DISAGREE 4 9%

INDIFERENT 3 7%

AGREE 20 44%

TOTALLY AGREE 17 38%

TOTAL 45 100%

Graphic #6

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 2% of the students answered totally

disagree, 9% of the students were in disagree, 7% of the students

answered indifferent to the questions, 44% of students agreed that you like

to study a technique to read , and 38% of them answered totally agree that

you like to study a technique to read. For that reason we will use more

practice.

59

18%

45%2%

24%

11%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 7: You like to read correctly. . Chart #7

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 8 18%

DISAGREE 20 45%

INDIFERENT 1 2%

AGREE 11 24%

TOTALLY AGREE 5 11%

TOTAL 45 100%

Graphic #7

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 18% of the students answered totally

disagree, 44% of the students were in disagree, 2% of the students

answered indifferent to the questions, 24% of students agreed that you like

to read correctly, and 11% of them answered totally agree that you like to

read correctly. For that reason we will use technique in class.

60

24%

13%

2%32%

29%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 8: You have problems to pronounce when you read in English. Chart #8

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 11 24%

DISAGREE 6 13%

INDIFERENT 1 2%

AGREE 14 32%

TOTALLY AGREE 13 29%

TOTAL 45 100%

Graphic #8

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 24% of the students answered totally

disagree, 13% of the students were in disagree, 2% of the students

answered indifferent to the questions, 32% of students agreed that you

have problems to pronounce when you read in English., and 29% of them

answered totally agree that you have problems to pronounce when you

read in English. For that reason we will use intellectual abilities.

61

7%4%

73%

16%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 9: The use of additional didactic resources will increase participation in class. Chart #9

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 3 7%

DISAGREE 0 0%

INDIFERENT 2 4%

AGREE 33 73%

TOTALLY AGREE 7 16%

TOTAL 45 100%

Graphic #9

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 7% of the students answered totally

disagree, 0% of the students were in disagree, 4% of the students

answered indifferent to the questions, 73% of students agreed to use an

additional didactic resources will increase participation in class, and 16%

of them answered totally agree to use an additional didactic resources will

increase participation in class. For that reason we will use reading

activities for to increase participation in class.

62

11%2%

9%

58%

20%

Totally Disagree Disgree Indiferent Agree Totally Agree

ANALYSIS AND INTERPRETATION OF THE RESULTS

SURVEY TO THE STUDENTS

SAMPLE: 45 students COURSE: 8th A STATEMENT 10: A booklet with new activities and exercises will motivate you to read more in English. Chart #10

VALUE FREQUENCY PERCENTAGE

TOTALLY DISAGREE 5 11%

DISAGREE 1 2%

INDIFERENT 4 9%

AGREE 26 58%

TOTALLY AGREE 9 20%

TOTAL 45 100%

Graphic #10

Source: Escuela de Educación Básica Fiscal María Mercedes Cleofé Silva

Carrión.

Author: Margarita Soledispa Quimis

ANALYSIS: According to the results, 11% of the students answered totally

disagree, 2% of the students were in disagree, 9% of the students

answered indifferent to the questions, 58% of students agreed obtain a

booklet with new activities and exercises, and 20% of them answered

totally agree a booklet with new activities and exercises will motivate you

to read more in English. For that reason we will use funny articles.

63

DISCUSSION OF RESULTS

The results of surveys designed indicate that 4% of the students

answered totally disagree, 2% of the students were in disagree, 2% of the

students answered indifferent to the questions, 83% of students agreed to

develop the reading comprehension skills, and 9% of them answered

totally agree to develop the reading comprehension skills..

According to the results, 7% of the students answered totally

disagree, 7% of the students were in disagree, 4% of the students

answered indifferent to the questions, 47% of students agreed that you

like to study a technique to read, and 36% of them answered totally agree

like to study a technique to read.

According to the results, 4% of the students answered totally

disagree, 4% of the students were in disagree, 11% of the students

answered indifferent to the questions, 58% of students agreed that you

like to read correctly, and 22% of them answered totally agree that you like

to read correctly.

According to the results, 7% of the students answered totally

disagree, 22% of the students were in disagree, 4% of the students

answered indifferent to the questions, 22% of students agreed that you

like to understand when you read in English., and 44% of them answered

totally agree that you like to understand when you read in English.

64

CHI-SQUARE

65

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

The development of classes by teachers is traditional, because they

do not allow students to expose their ideas and opinions within the

classroom, which generates repetitive learning and Memorísticos

The methodology used by teachers in the development of the

teaching and learning process does not allow us to achieve the objectives,

due to the weak application of active and participatory techniques that

allow to strengthen the process of teaching and learning

The design of a didactic guide with activities and reading exercises

strengthens reading comprehension in the students of the institution

RECOMMENDATIONS

It is considered that Teachers to research the group work

techniques and graphic organizers so that the teaching and learning

process is more objective.

Use new methodological strategies based on the constructivist

pedagogy to allow the exposition of opinions and ideas of the students,

provide more confidence and generate actions that facilitate the

development of skills based on the construction of knowledge in a

dynamic, active and explanatory environment

Create and use the Guide as a means to facilitate the process of

teaching and learning in the training of students taking into account the set

of suggestions and guidelines that foster an environment of trust, security

and motivation in the Educational work and obtain a quality education and

warmth

66

CHAPTER IV

THE PROPOSAL

Design of a Booklet with Reading Activities and Exercises in the students of 8th grade, at school basic unidad education fiscal Marìa Mercedes Cleofè Silva

Carrion.

ANTECEDENTS

English is recognized as the oldest language in the world, at

present a large amount of information is published in this language in

different fields of knowledge. The educational processes are adapted to

the situations, at present this adaptation supports changes in the

scenarios where learning, and changes in the teachers who in turn must

be kept informed and updated in the face of all the educational

innovations. The effective teaching of techniques may reduce the crack

and active communication and dynamic in the process of teaching and

learning of the English language in 8th year of the educational unit Maria

Mercedes Cleofe Silva Carrion.

As a result of informers ' contributions and English teachers focused

on the weaker aspect of their strengths, actions are directed to achieve a

material that somehow covered certain perspectives and gave rise to the

concretion of the Proposal for improvement after the respective analysis, it

is necessary to make this proposal that departed from the need to promote

effective teaching techniques With what is offered a developing skills of

reading comprehension all this has been possible thanks to a series of

factors among them are the use of effective techniques of teaching with

exercises and activities of reading. For this reason it is thought that with

67

this proposal that the beneficiaries will be the students, teachers,

authorities and society in general with which will decrease the great

problems affecting the education as are the demotivation and apathy by

the English, favoring in this way to improve the teaching of the English

language.

JUSTIFICATION

Every day the human being wants to be able to solve his own

deficiency and shortage of reading. It is then shown that effective teaching

techniques have not been well imparted for development of reading

comprehension skills, it has not been enough to learn what the teacher

has taught because it is only based on traditional teaching and there is no

reading practice.

Because of this, this proposal was designed with activities and

exercises to facilitate the learning of reading comprehension which will

provide dynamism and confidence in the classroom, it is considered this

booklet very indispensable because it will benefit in the process teaching

learning of 8th grade students of the school Maria Mercedes Cleofe Silva

Carrion, Area 09, distrito 8, provincia de Guayas, Cantón de Guayaquil,

Parroquia Tarqui, year 2016 -2017.

GENERAL OBJETIVE

To promote the development of reading comprehension skills in

English as a second language, through the design of a booklet with

activities and exercises of reading in students of 8th grade at the school

basic education fiscal Maria Mercedes Cleofé Silva Carrion.

68

SPECIFIC OBJETIVES To stimulate to the students teaching technique in an interactive

way for a better reading comprehension.

To implement the reading comprehension skill through of the

teaching technique.

To use the booklet to verify the results obtained from participating

students involved.

THEORICAL ASPECTS

Pedagogical Aspects

Both research and intuition determine that comprehension is the

key to reading. Without comprehension, reading a text becomes

something with no meaning and no learning result. Large volumes have

been devoted entirely to the foundation of reading comprehension as

Resenting & Meister, 1994 He has examined reading comprehension in

the light of research. For decades, researchers have suggested

instructional reforms in teaching and developing reading comprehension.

In ancient Greece, knowledge was a function of reason or

intelligence. For Plato was the love of wisdom. Etymologically the

knowledge comes from the Latin cognosco, which means to know or to

know, according to the DRAE it refers to the action and effect of knowing,

to the understanding, to the intelligence, to the natural reason, to the

science and wisdom and to the truth to Apprehended, philosophically

studied by Plato, Aristotle, Descartes and Kan.

69

Constructivist epistemology deliberately breaks that framework of

conventionality and proposes what philosophers call "Psych

environmentalism." There is a rationalization that knowledge, namely what

is known, cannot be the result of passive reception but originates as a

product of the subject's activity. This activity is not a manipulation of things

themselves, such as the 21 objects that can be thought of as their own,

before having them as experience, is called then to the activity that

Generates The Knowledge As Operationalization, Being The

Operationalization of a cognitive entity that according to Piaget organizes

the experience of the subject by organizing itself.

Sociological Aspect

The work of education is to transmit political disciplines and moral

rules. The society as it has been forming has been converting individuals

into servers of divinities, symbolic emblems, etc., making the inferior and

vulnerable man feel to accept and make him unconscious of the

educational action. (Emile Durkheim, 2006),the knowledge obtained by

means of the reading is developed between the individual and its relation

with the social environment, producing thus the creative act of the

knowledge.

According to Rosmini (2005), the objectives of the teachers are to

form the man, and that it is formed not only for the humanity, the family, or

for itself, but for all the forms of the associated life, since the education is

not exclusive right of the state, nor this one can impose a filosof It would

be wrong, for it would be an affront to freedom of thought because by

mistake, freedom is not reached; This being the one who recognizes the

real.

70

Human society, both in the past and in the present, has shown a

primary interest in education and reading. The behaviorism supported

mainly by William James, it was pronounced with its famous "Tabula rasa"

which affirmed that the children were born with a mind and a practically

blank thought in which one could 22 "write" and to incorporate new

knowledge. The word education means: "The action of developing

physical, intellectual and moral faculties".

One of the ways of educating is through reading through which not

only is the world and the universe understood, but is understood as the

society and the neighbor, the different cultures, and the very place of the

individual on the planet.

Reading is the ability of human literate to extract textual information,

with reading comprehension the key to knowledge in the information

society. The colossal accumulation of data that has constituted the digital

society will be nothing without the men who travel, integrate and

assimilate, and this will not be possible without reading comprehension.

From this perspective, the nature of science lies in the capacity of

the human being to react to the changes or functional problems that are

faced in the social environment.

Psychological aspect

Martínez, E. (2003) If we turn our gaze to the current pedagogy, we

are faced with a general rejection of any philosophical and theological

Foundation, the result of which was the loss of the end intended by

education, Which is virtue, as well as the interminable observation of his

71

material object, of the child who must be educated Both research and

intuition determine that understanding is the key to reading.

Without comprehension, reading a text becomes something with no

meaning and no learning result. Large volumes have been devoted

entirely to the foundation of reading comprehension as Resenshine &

Meister, 2006 they have examined reading comprehension in the light of

research. For decades, researchers have suggested instructional reforms

in teaching and developing reading comprehension.

Then it is advisable to emphasize that reading comprehension is

an inescapable component in obtaining all this information, is the tool by

means of which the student, the reader appropriates the written

knowledge, and acquires the skills for the Production of his own

knowledge. The search for truth must be focused on the knowledge that is

produced in the universities. Reading comprehension and critical thinking

are dual processes that lead to inner search and external enlightenment,

represented by knowledge.

In the traditional theory of knowledge, the activity of knowing is

taken as an activity that does not require justification and functions as a

premise. The subject of knowledge is conceived as a pure entity in the

sense that it is essentially free from biological or psychological conditions.

Radical constructivist epistemology deliberately breaks that framework of

conventionality and proposes what philosophers call “Psych

environmentalism."

There is a rationalization that knowledge, namely what is known,

cannot be the result of passive reception but originates as a product of the

subject's activity. This activity, is not a manipulation of things by

themselves, such as objects that can be thought of as their own, before

having them as experience, is called then to the activity that generates the

72

knowledge as operationalization, being the Operationalization of a

cognitive entity that according to Piaget organizes the experience of the

subject by organizing itself.

Legal

All modern societies have understood the impact of improving

education on the impulse of the economic, political, cultural and quality of

life of the people. To have consciousness of this makes it clear that

education cannot be directed by the Espontaneismo but because of the

systematic approaches that humanity has developed around the

educational process.

The Political Constitution

In the light of the foregoing, it is the state's duty to educate children

in the country to ensure a comprehensive development, education

understands everything that children need, such as food, health, and

clothing, among others. It is important to note that this is the responsibility

of the parents. It is very important for the school for children to learn how

to interact with each other and with other children is encouraged in values

that must be reinforced at home, because most of the time the child

spends within the family.

Ley Orgánica de Educación Intercultural

Art. 2.- de los Principios Generales los literales:

f. Desarrollo de procesos.- Los niveles educativos deben adecuarse

a ciclos de vida de las personas, a su desarrollo cognitivo, afectivo y

psicomotriz, capacidades, ámbito cultural y lingüístico, sus necesidades y

las del país, atendiendo de manera particular la igualdad real de grupos

73

poblacionales históricamente excluidos o cuyas desventajas se mantienen

vigentes, como son las personas y grupos de atención prioritaria previstos

en la Constitución de la República;

n. Interaprendizaje y multiaprendizaje.- Se considera al

interaprendizaje y multiaprendizaje como instrumentos para potenciar las

capacidades humanas por medio de la cultura, el deporte, el acceso a la

información y sus tecnologías, la comunicación y el conocimiento, para

alcanzar niveles de desarrollo personal y colectivo;

Art. 7.- Derechos.- Las y los estudiantes tienen los siguientes

derechos:

a. Ser actores fundamentales en el proceso educativo;

b. Recibir una formación integral y científica, que contribuya al pleno

desarrollo de su personalidad, capacidades y potencialidades, respetando

sus derechos, libertades fundamentales y promoviendo la igualdad de

género, la no discriminación, la valoración de las diversidades, la

participación, autonomía y cooperación.

FEASIBILITY

It is possible to design this booklet with activities and reading exercises

to promote reading comprehension easy because it has all the necessary

resources as financial and technical, thanks to the help of the Principal of

institution, teachers, students and parents at school that will benefit from

the same.

TECHNICAL

The local districts provided and equipped to the institutions and in

some way the school counts with technical means possible as printer

speakers, speakers and microphones for own use, does not have room

74

for English or even has its own materials but this do not interfere with the

realization our project.

FINANCIAL

The financing of my proposal is personal having the support of the

institution in the physical part to be able to apply the same.

HUMAN RESOURCES It consents to a group of people involved in the development of the

proposal.

Authorities

Principal of school

Teacher of English

Students

Author of the project

IMPORTANCE

It is considered that this proposal is of great value for 8th graders as

well as for teachers, seeing that today in our country implanted

intercultural education so that all human beings receive a dignified and

quality education without any distinction; This investigative work is very

feasible to realize because it is a challenge imposed on the current

project; There is information on this topic, positive experiences and

experience would help teachers to implement and work properly through

the application of effective teaching techniques for eighth grade students.

75

Educators actually do not know in big part how to adapt a

curriculum suitable for these learners; In the same way they have applied

the same instruments and evaluation techniques to all the pupils,

cataloguing that they have disinterest and unconcern for the education;

But in reality it is not true and this is verified by this research, because we

who fail are teachers for not being able to work with students.

DESCRIPTION OF THE PROPOSAL

The design of this booklet is based on the teaching techniques with

exercises and activities for the development of reading comprehension be

carried in 8th grade the school Maria Mercedes Cleofe Silva Carrion, will

help teachers and students and conceive a pleasant environment.

The booklet contains 15 lessons, which will be implemented in two

hours of class each day. The activity will be given in favor of the students

as backup we will have visual activities, the participants of this project is

the Principal, teacher of English and the students in the execution of this

project will accentuate the communication, it is the most convenient for the

development of reading comprehension skills.

Each of the lessons will have exercises and reading activities. The

introductory activities will make known their previous skills, review to learn

more vocabulary and then enter the activities like filling blanks, matching

phrases, etc. There will be an extra activity to compare responses,

deliberate on the new words learned.

76

VALIDATION OF THE PROPOSAL

This proposal has a clear content with easy paragraphs,

understandable and the thematic central idea are very useful to increase

learning and thus make a commitment to learn. You can count on a valid

material with teaching techniques to work in a group maintaining a teacher

bond student surpassing the low performance of reading comprehension

skills in the students the advantage of the material is that it serves both for

the life itself and as a help in their work.

SOCIAL IMPACT AND BENEFICIARIES

The objective of this proposal is to promote the development of

reading comprehension skill in the students of the interacting school

between them, which is a process of social interaction that will produce

ample benefits to the educational community.

The students of 8th grade the school Maria Mercedes Cleofe Silva

Carrion would be the ones who benefit and learn to strengthen the reading

comprehension skill through effective teaching techniques. The institution,

parents and English teachers will be benefited through these notable

events such as presentations and practice.

77

CONCLUSIONS

Students who had the opportunity to receive the English course,

have an interest to learn, to know what has given them the ability to

understand each of the topics treated in classes.

However, students who have not received this subject do not have

that level of interest, it has generated in them a conformity by what was

studied in the classroom.

Some of the teachers have no knowledge about the effective

teaching techniques for children, so they do not work with them.

There is disposition of the authorities of the institution to improve

the academic and creative level of its students, in order to promote a

quality education, according to the precepts of the education required by

the 21st century.

Students do not try to read, presenting problems at the time of

making a comprehensive reading.

RECOMENDATIONS

Incorporating reading comprehension skills into the 8thgrade English

course of basic General education, this will allow students to boost their

reading level with criticality and creativity, in response to the application of

the effective techniques of Teaching during their academic and personal

activities.

78

Teaching the readings will require the use of instructional

techniques that promote the development of reading comprehension skills

so it is important to prepare teachers beforehand.

To incorporate the use of effective teaching techniques, so that

students can get used to them and learn how to use it during the learning

carried out, thus allowing to improve the development of the skills of

reading comprehension.

Monitor the process of intellectual capacities, and criticism of

students who receive the English course to make corrections if necessary,

with regard to effective teaching techniques that are applied to promote

the Developing reading comprehension Skills

It is recommended that the teacher should form a knowledgeable,

methodical attitude to generate in students new attitudes of life and

capacities that allow them to be transforming agents of society.

79

BIBLIOGRAPHY

Bartlett (2011). Bartlett Plays: 1: My Child, Contractions, Artefacts, Cock,

Not Talking.

Board (2006).Techniques for the Investigation of Fish Physiology

Donnelly (1999). Self Questioning: A Comparative Analysis of what

Teachers and Students Report about the Use of this Reading

Comprehension Strategy

Farwell (2012).Supporting Reading

Foreman (2010).The Influence of Individual Differences in Emotional

Clarity on Sensitivity to Situational Cues

Gil-Aluja(2013).Scientific Methods for the Treatment of Uncertainty in

Social Sciences.

Houghton (2010).Harcourt School Publishers Social Studies Illinois

Huggett (2014). An Introduction to Medical Teaching} Springer.

Kumar (2005).Research Methodology: A Step-by-Step Guide for

Beginners

Kusiak (2009). Dialogue in Foreign Language Education.

Lombardo (2005). When the Time Comes: A Selection of Contemporary

Belgian Prose Poetry.

Llahana, S.V. 2005. A Theoretical Framework for Clinical Specialist.

Mcnamara (2012). Reading Comprehension Strategies: Theories,

Interventions, and Technologies.

80

Patrick(2009).The Alphabet Kinection: The Kinesthetic Teaching

Proper (2006). The Proper for the Lesser Feasts and Fasts.

Richardson (2012).Reading to Learn in the Content Areas

Saito (2012).Japanese Ink Painting: Lessons in Suiboku Techniques

Sammons (2011). Building Mathematical Comprehension.

Santi, K. L. (2015 ). Improving Reading Comprehension of Middle and

High School Students.

Stockard (2006). An Integrated Phenomenological Study of Teachers'

Perceptions of a Professional Learning Community Utilizing

Senge's Five Disciplines of a Learning Organization

Swanson (2013). Handbook of Learning Disabilities, Second Edition

Swee (2012).The Population of Singapore (Third Edition).Technique.

Tan (2015). Creativity, Culture, and Development.

Westwood, P. (2008). What Teachers Need to Know about Reading and

Writing Difficulties.

Webber (2010). Writing from Direct Observation: The Art of Description.

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGÜÍSTICA

INTERVIEW TO THE PRINCIPALS

OBJETIVE: To determine if the current of effective teaching

techniques used in the classroom are promoting the reading

comprehension skills of the students of 8th grade at school basic

education fiscal Maria Mercedes Cleofé Silva Carrion.

1. - Do you consider necessary the effective teaching techniques?

Why?

I consider it necessary the effective teaching techniques because the

teacher may develop their integral project in the classroom.

2. -Do you think that the effective teaching techniques will

motivate the student to read in English?

I believe that the teacher motivated to read through of the effective

teaching techniques and will not see it as something strange.

3. - Would you support the development of this project? How?

If, it would support this project giving the necessary coverage and the

facility to the student.

4. - Do you think that teacher use effective teaching techniques in

every class?

I believe that uses some techniques and for the same reason, allows

you to develop this project that will give teachers effective techniques that

will be benefit for students.

90

5.-Do you think that teachers promote the practice of reading

comprehension in class?

It is true that in a certain way he promotes but never this more learn

something new.

6.-Do you think that the teacher promotes a favorable learning

atmosphere to develop reading comprehension?

I consider that if based on its planning that it presents in classroom.

7.-Do you consider important the development of reading

comprehension skills in the students?

I consider important skills because it allows the student to apply them

in practice and in the cognitive development

8. - Do you consider that active participation motivates the students

to read texts?

I think that any active participation will leave worries in the students

and will motivate them to read in the English Language.

9.-Do you think that the elaboration of a booklet with activities and

exercises is important for the development of reading

comprehension skills?

I believe that it is important to the development the activities in the

classroom through this booklet and will be reflected in the qualifications of

the students.

10. - Do you think that the implementation of a booklet with

activities and exercises may help students to enhance their reading

comprehension skills?

I think that it will improve the activities in the classroom because is a

help or support for the teacher to develop the skills of reading

comprehension in the classroo

91

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY TO THE ENGLISH TEACHER

OBJETIVE: To determine if the current effective teaching techniques

used in the classroom are promoting the reading comprehension

skills of the students of 8th grade basic education at school fiscal

Maria Mercedes Cleofé Silva Carrion.

1.-Do you consider that English teachers motivate the students to

read?

I consider that to students if they are motivated to read through new

vocabulary and sounds linguistic.

2. – Do you consider important the effective teaching techniques?

Why?

I think that is very important the effective teaching techniques because

activated and it stimulate to the student to pronounce and to read more.

3. - Do you believe that the attitude of teachers is positive to

promote reading in class?

I believe that if it is positive because the reading is a fundamental part

in the student and practice pronunciation and modifies the ear.

4. – What are the factors that prevent students to understand the

readings?

The factors that prevent students to understand are vocabulary, use

the correct pronunciation and the use of connectors.

92

5. - Do you consider that teacher develops reading

comprehension skills in class?

I say that if, through new words, vocabulary and practice of

pronunciation.

6. - Do you think that the use of new dynamics may help to

develop of reading comprehension skills?

I believe that yes, using the appropriate resources to perform the

readings with feedback.

7.-What is the most difficult aspect to develop reading

comprehension in class?

The aspects most difficult to develop reading comprehension are the

pronunciation and vocabulary.

8. – Do you think that the reading comprehension will improve

through the active participation of students?

I think that if they would improve the active participation of the students

listening and practicing.

9. - Do you think that it is necessary an additional didactic

element to promote reading in class?

I believe that if it is necessary a booklet additional since that would

motivate students in the classroom.

10. - Do you think that is favorable to apply a booklet with

activities and exercises?

I believe that yes, it is favorable to apply a booklet with motivating

activities and exercises that it verifies that I come to the student.

93

94

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

FOTOS REALIZADAS EN LA ESCUELA DE EDUCACION BASICA FICAL “MARÌA MERCEDES CLEOFÈ SILVA CARRION”

INTERVIEW TO THE PRINCIPAL

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocio Soledispa Quimis.

INTERVIEW TO THE INGLES TEACHER

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocio Soledispa Quimis.

95

SURVEY TO STUDENTS

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocio Soledispa Quimis.

APPLICATION OF THE PROPOSAL

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocio Soledispa Quimis.

96

STUDENS 8TH GRADE

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocio Soledispa Quimis.

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Recearch: Margarita Del Rocio Soledispa Quimis.

97

TUTORING WITH MSC. RODRIGO GUERRERO SEGURA

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Recearch: Margarita Del Rocio Soledispa Quimis.

Source: Unidad Educativa Fiscal Marìa Mercedes Cleofè Silva Carrion.

Research: Margarita Del Rocío Soledispa Quimis.

INTRODUCTION

This booklet was created as a complement to English language support

teaching and are designed to improve reading comprehension in the 8th grade of

basic education students. Contains ten basic vocabulary lessons each lesson

contains three activities. This make it easier for the student to memorize more

words, as I considered them several time with the help of activities and

worksheets.

This proposal will be always open to improvement, is flexible and therefore

receives all kinds of advice and teaching experiences, especially teachers

involved at this level, whose contributions will enrich all aspects of this work and

contribute to elevate the English models of the favored.

This booklet contains basic vocabulary that can be of great help to the

student, each one of his subjects consists of three activities of reinforcement

because it is easy and understandable can give him use to recognize objects.

There are ten understandable lessons to increase the encouragement of

learners because they are learning working in groups and making them able to

learn the language in the environment.

CONTENTS

LESSON 1: The lion and the mouse

LESSON 2: The wolf in sheep's clothing

LESSON 3: The hare and the turtle

LESSON 4: Greedy boy

LESSON 5: The little red hen

LESSON 6: The enchanted forest

LESSON 7: The Wolf and The Crane

LESSON 8: The Ugly Duckling

LESSON 9: The Ant and the Grasshopper

LESSON 10: The fox and the grapes

DIDACTIC MATERIAL N°1

THE LION AND THE MOUSE

GOAL OF THE CLASS: To promote human values and to reflect that we should not despise others but to value them. Once when a Lion was asleep a little Mouse began running up and down upon

him; this soon wakened the Lion, who placed his huge paw upon him, and opened

his big jaws to swallow him.

—Pardon, O King —cried the little Mouse—. Forgive me this time, I shall never

forget it: who knows but what I may be able to do you a turn some of these days?

The Lion was so tickled at the idea of the Mouse being able to help him that he

lifted up his paw and let him go.

Sometime after the Lion was caught in a trap, and the hunters who desired to

carry him alive to the King, tied him to a tree while they went in search of a wagon

to carry him on.

Just then the little Mouse happened to pass by, and seeing the sad plight in which

the Lion was, went up to him and soon gnawed away the ropes that bound the

King of the Beasts.

—Was I not right? —said the little Mouse. Very happy to help the lion.

LESSON 1

1.-READING COMPREHENSION

Answer the following questions

Are the main characters in this fable real or imagined?

List words or phrases from the text that explain your answer.

______________________________________________________

Do the main characters speak and behave as they would in realistic fiction

story?

_______________________________________________________

2.-write a short summary about the story with the words in the box.

LION MOUSE HUNTER

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE LION AND THE MOUSE

DATE:

CLASS N°: 01

TEACHER: Soledispa Quimis margarita

3. - who lay sleeping under a tree?

A mouse a rat

A wolf a lion

4.-Write sentences with the following words of this story.

a. Lion ______________________________________________

b. mouse_____________________________________________

c. hunter _____________________________________________

d. Friends ____________________________________________

DIDACTIC MATERIAL N°2

THE WOLF IN SHEEP'S CLOTHING

GOAL OF THE CLASS: Promote human values and reflect that we should not do things with deceit because at the same time we will receive our damage.

A Wolf found great difficulty in getting at the sheep owing to the vigilance of the

shepherd and his dogs.

But one day it found the skin of a sheep that had been flayed and thrown aside,

so it put it on over its own pelt and strolled down among the sheep.

The Lamb that belonged to the sheep, whose skin the Wolf was wearing, began

to follow the Wolf in the Sheep’s clothing; so, leading the Lamb a little apart, he

soon made a meal off her, and for some time he succeeded in deceiving the

sheep, and enjoying hearty meals.

LESSON 2

1. - READING COMPREHENSION

Answer the following questions

What is the genre of this story?

______________________________________________________

That happened when we got to the wolf to the Flock?

______________________________________________________

That made the wolf with the flock?

______________________________________________________

2 - Write sentences with the following words of this story.

PETER ______________________________________________

WOLF ______________________________________________

FLOCK ______________________________________________

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE WOLF IN SHEEPS CLOTHING

DATE:

CLASS N°: 02

TEACHER: Soledispa Quimis margarita

3.-the moral of the story is……

4. - how does this help you in your life?

DIDACTIC MATERIAL N°3

THE HARE AND THE TURTLE

GOAL OF THE CLASS: To promote human values and to reflect that we should not make fun of others, we must not trust that I could be an obstacle

to our successes. In the world of the animals, there was a very arrogant hare because she said to

everyone she was the fastest. That’s why she was always laughing at the slow

turtle.

-Look at the turtle! Hey turtle, don’t run so much that you’re going to get tired of

going so fast!- The hare used to say laughing at the turtle.

One day, they were talking and it occurred to the turtle to make a strange bet with

the hare.

Then she start running, she run fast as the wind while the turtle went slow but

without stopping. At once she went ahead. She stopped next to the road and she

sat to rest.

When the turtle passed by her side, the hare made fun of her once more. She left

her advantage and set out her quick walk. She did the same several times but, in

spite of her mocks, the turtle kept her way until she arrived to the finishing line.

When the hare woke up, she ran with all her might but it was too late, the turtle

had won the race.

That day was very sad for the hare and she learnt a lesson she would never

forget: you must never mock of the other.

LESSON 3

1.-READING COMPREHENSION

Answer the following questions

Whose hare mocked?

_______________________________________________________

What did the hare propose to the turtle?

_______________________________________________________

What happened to the hare on the way to the goal?

________________________________________________________

2.-ORDER THE DRAWINGS ACCORDING TO THE OUTCOME

________ _________ _________

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE HARE AND THE TURTLE

DATE:

CLASS N°: 03

TEACHER: Soledispa Quimis margarita

3.- write the main character

DIDACTIC MATERIAL N°4

GREEDY BOY

GOAL OF THE CLASS: should encourage children to value what are

applying the generosity and not be greedy.

There lived a twin brother called Sam and Tom! They were identical twins, even

their mother found it too hard to differentiate between them during the initial

months of birth. However, they were like two poles when it comes to everything

other than their appearance. They neither agree with anything nor do they share

even one single trait!

Sam had no friends, whereas for Tom the world was friendship. Sam loved

sweets and Tom loved to eat spicy foods. Sam was mommy’s pet and Tom was

daddy’s pet. While Sam was generous, Tom was greedy! Both started to walk a

long way during a sunny day. Sam walked slowly and steadily, while Tom urged

to win over Sam started to run instantly.

However, Tom, with his greediness to earn more wealth, did not turn his way back

home even after mid-noon. He walked two times longer distance that what Sam

was covered and decided to return back before the sunset. He urged to return

home as the Sun turned orange in the evening. Unfortunately, he could not even

make half way to home and the moon rises.

He lost the race and was defeated because of greediness!

LESSON4

1.-READING COMPREHENSION

Write the correct answer.

There lived a twin brother called _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Sara and Mathew/ Sam and Tom

Sam loved_ _ _ _ _ _ _ _ _ _ _and Tom loved to eat spicy foods.

Sweets/ foods.

2.-what lesson did you learn at the end of the story?

_______________________________________________

_______________________________________________

3. - what are the characteristics of a fable?

_______________________________________________

_______________________________________________

___________________________________________________________

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: GREEDY BOY

DATE:

CLASS N°: 04

TEACHER: Soledispa Quimis margarita

DIDACTIC MATERIAL N°5

THE LITTLE RED HEN

GOAL OF THE CLASS: to teach to the young people the values and that reflect like every day owes to persevere to come to the wished successes. Once upon a time there was a little red hen. She lived with a pig, a duck and a

cat. They all lived in a pretty little house which the little red hen liked to keep clean

and tidy. The little red hen worked hard at her jobs all day.

The others never helped. Although they said they meant to, they were all far too

lazy. The pig liked to grunt in the mud outside, the duck used to swim in the pond

all day, and the cat enjoyed lying in the sun, purring.

One day the little red hen was working in the garden when she found a grain of

corn.

- Who will plant this grain of corn? - She asked.

- Not I - grunted the pig from his muddy patch in the garden.

- Not I - quacked the duck from her pond.

- Not I - purred the cat from his place in the sun.

"I planted the seed, I cut the corn, I took it to the mill to be made into flour, and I

made the bread, all by myself. I shall now eat the loaf all by myself."

The pig, the duck and the cat all stood and watched as the little red hen ate the

loaf all by herself. It was delicious and she enjoyed it, right to the very last

crumb

LESSON 5

1.-READING COMPREHENSION

Fill in the blanks to match the story.

Once upon a time there was a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

She lived with a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Who will plant this _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _?

2.-Write the names of principals’ characters

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE LITTLE RED HEN

DATE:

CLASS N°: 05

TEACHER: Soledispa Quimis margarita

3. - Explain in your own words the moral of the story

4.- answer questions

Who was the story about?

What happened in the story?

DIDACTIC MATERIAL N°6

THE ENCHANTED FOREST

GOAL OF THE CLASS: to teach to maintain and value the nice and beautiful of the nature that around us.

Once upon a time, there was a beautiful forest, with a lot of trees and flowers of

all the colors which gladden the sight to all the people who went there. Every

afternoon, the animals of the forest meet there to play.

The rabbits had a race to see who the first to arrive to the finishing line was. The

ants made a long line to go to their nest. The colorful birds and bright butterflies

land among the bushes.

Everything was peace and tranquility. Until that… One day, the animals heard

noises, strange steps and they got very frightened because the land started to

shake.

The dove landed in the dried branch of a tree that, as if by magic, started to

recover its natural color and moving slowly.

Then she posed in the back of the rabbit and his soft ears started to stand up and

little by little, his bright grey color could be noticed.

And that was how she got all the inhabitants of the forest back to life. The children

played and laughed again. They, with the animals, thanked the dove because

thanks to her they had gone back to life. The dove was very happy and she went

singing.

And the wind came and took the warlock and the tale!

LESSON 6

1.-READING COMPREHENSION

Tell me 2 things your remember from the story

1_______________________________________________________

2_______________________________________________________

2.-COMPLETE THE PARAGRAPH

Once upon a time, there was a ____________forest, with a lot of trees and

flowers of all the ________which gladden the sight to all the_________who

went there. Every afternoon, the _____________of the forest meet there to

play

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE ENCHANTED FOREST

DATE:

CLASS N°: 06

TEACHER: Soledispa Quimis margarita

3.-Draw something that happens from each part of the story

4.-Write the principal’s characters of this story.

______________________

______________________

______________________

______________________

___________________________

DIDACTIL MATERIAL N°7

THE UGLY DUCKLIING

GOAL OF THE CLASS: Encourage and encourage human values and reflect

that we must respect others by not importing their condition and accepting

them as they are.

Once upon a time down on an old farm, lived a duck family, and Mother Duck had

been sitting on a clutch of new eggs. One nice morning, the eggs hatched and

out popped six chirpy ducklings.

But one egg was bigger than the rest, and it didn´t hatch. Mother Duck couldn´t

recall laying that seventh egg. How did it get there? TOCK! TOCK! The little

prisoner was pecking inside his shell.

-"Did I count the eggs wrongly?"

Mother Duck wondered. But before she had time to think about it, the last egg

finally hatched.

A strange looking duckling with gray feathers that should have been yellow gazed

at a worried mother. The ducklings grew quickly, but Mother Duck had a secret

worry

-"Where have you been hiding?" -"It´s a long story," replied the young swan, still astounded. Now, he swam majestically with his fellow swans. One day, he heard children on the river bank exclaim: "Look at that young

swan! He´s the finest of them all!" And he almost burst with happiness.

LESSON 7

1.-READING COMPREHENSION

Answer the following questions

What is the thing most important this story?

_____________________________________________________________

What is the message of this story?

2.-choose the name of characters principals and write in the box.

3. - title of fable.

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE UGLY DUCKLIING

DATE:

CLASS N°: 07

TEACHER: Soledispa Quimis margarita

DIDACTIC MATERIAL N°8

THE ANT AND THE GRASSHOPPER

GOAL OF THE CLASS: To encourage students to value, respect and that at all times of our lives we must remain humbly and that we must share the decisions with others. In a field one summer´s day a Grasshopper was hopping about, chirping and

singing to its heart´s content.

An Ant passed by, bearing along with great toil an ear of corn he was taking to

the nest.

- "Why not come and chat with me," said the Grasshopper, "instead of toiling

and moiling in that way?"

-"I am helping to lay up food for the winter," said the Ant, "and recommend you

to do the same."

- "Why bother about winter?" said the Grasshopper; we have got plenty of food

at present."

But the Ant went on its way and continued its toil.

When the winter came the Grasshopper had no food and found itself dying of

hunger, while it saw the ants distributing every day corn and grain from the

stores they had collected in the summer.

Then the Grasshopper knew: It is best to prepare for the days of necessity.

LESSON 8

1.-READING COMPREHENSION

Answer the following questions

Who are the characters in this story?

________________________________________________

Who worked hard to put up food in the summer time?

______________________________________________

How are the ants and the grasshopper like some people?

________________________________________________

What is the moral of this fable?

_________________________________________________

2.-what happened at the end of the story?

3.- main characters:

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE ANT AND THE GRASSHOPPER

DATE:

CLASS N°: 08

TEACHER: Soledispa Quimis margarita

DIDACTIC MATERIAL N°9

THE WOLF AND THE CRANE

GOAL OF THE CLASS: Encourage and maintain and the good use of human values and promote not to do good to the people of evil to proceed. A Wolf had been feasting too greedily, and a bone had stuck crosswise in his

throat. He could get it neither up nor down, and of course he could not eat a thing.

Naturally that was an awful state of affairs for a greedy Wolf

.So away he hurried to the Crane. He was sure that she, with her long neck and

bill, would easily be able to reach the bone and pull it out.

“I will reward you very handsomely,” said the Wolf, “if you pull that bone out for

me

.”The Crane, as you can imagine, was very uneasy about putting her head in a

Wolf’s throat. But she was grasping in nature, so she did what the Wolf asked her

to do.

When the Wolf felt that the bone was gone, he started to walk away.

“But what about my reward!” called the Crane anxiously?

“What!” snarled the Wolf, whirling around? “Haven’t you got it? Isn’t it enough that

I let you take your head out of my mouth without snapping it off?”

LESSON 9

1.-READING COMPREHENSION

Choose the correct answer

What happened as the wolf was eating happily?

There was nothing left to eat

He decided to visited the crane

He became full

A bone stuck in his throat

Why did the wolf visit the crane?

He missed her

He needed her help.

He wanted to give her a reward

He wanted to snap off her head

What was the crane reward?

She received a big reward.

She did not lose her head.

She had the bone.

She did not get any reward.

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE WOLF AND THE CRANE DATE:

CLASS N°: 09

TEACHER: Soledispa Quimis margarita

2.- can you draw a picture from this story?

3.- what have you drawn in your picture? Can you describe it?

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

DIDACTIC MATERIAL N°10

THE FOX AND THE GRAPES

GOAL OF THE CLASS: Develop in the course of the class the good way to

rescue the values and apply them since they never expose your blames

others for what you cannot do.

It was a very hot and sunny afternoon. A fox, which had been hunting the whole

day, was very thirsty.

"How I wish there was some water," the fox thought to himself.

Just then, he saw bunches of fat and juicy grapes hanging from a vine above his

head. The grapes looked ripe and ready to burst with juice.

"Oh, my! Oh, my!" the fox said as his mouth began to water. "Sweet grape juice,

quench my thirst!"

The fox stood on tiptoe and stretched as high as he could, but the grapes were

out of his reach.

Not about to give up, the fox walked back a short distance and took a running

leap at the grapes. Again, he could not reach the grapes.

The fox jumped and leapt, again and again, but each time he could not reach the

grapes. Until, at last, the fox was tired and thirstier than ever.

"What a fool I am!" said the fox furiously. "These grapes are sour and not fit for

eating. Why would I want them anyway?" With that, the fox walked away.

LESSON 10

1.-READING COMPREHENSION

Say if these sentences are true or false

The day was rainy and hot.

He was very angry.

He was thirsty.

He tried to pick up the grapes.

2.- put the words in the correct order

Wanted/ the fox/ the grapes/ to eat.________________________________

Jumped/high/ the fox/ into the air.__________________________________

Left/angry fox/ the / the garden.____________________________________

The grapes/ Are/ sour?__________________________________________

SCHOOL: Maria Mercedes Cleofe Silva Carrion

COURSE: 8th

TOPIC: THE FOX AND THE GRAPES DATE:

CLASS N°: 10

TEACHER: Soledispa Quimis margarita

3.- Answer the following questions

Describe the fox

_________________________________________________________

Why does the fox want the grapes?

What was the moral of the fable?

4.-Explain in your own words the moral of the story

BIBLIOGRAPHY

Title: The Lion and the Mouse,

Autor: Randell, B. and Reynolds, P.(1994),

Publisher: Nelson Price Milburn.

Title: The Wolf in Sheep's Clothing: The Impostor,

Autor: Crayton, T.L., (2011)

Publisher: Author House

Title: The Hare and the Turtle,

Autor: Hager, A. (2017)

Publisher: Create Space Independent Publishing Platform

Title: The Greedy Boy,

Autor: Oyaro, K.

Publisher: East African Publishers

Title: The Little Red Hen,

autor: Galdone, P., (1985),

Publisher: Houghton Mifflin Harcourt

Title: The Enchanted Forest of Hope,

Autor: Clark, I. (2009),

Publisher: Author House.

Title: The Ugly Duckling,

Autor: Mitchell, S. and Johnson, S. and Fancher, L. (2008),

Publisher: Candlewick Press

Title: The ant and the grasshopper (2005),

Publisher: Parragon.

Title: Fox and the Grapes,

Autor: Long, C.E. and Cboins, J. (2010),

Publisher: Magic Wagon