Reading Compression Project Report

1. Introduction:

One of the curricular objectives of Education is to contribute to developing in students

two of the four basic linguistic skills: reading and writing. Reading is a very important
skill in the intellectual and educational field; since together with writing it establishes a
bridge that links all areas of knowledge, allowing the boy and girl to enter the world of
alphabetic culture that will facilitate access to other levels from the analysis of reality
and the possible world. Teaching reading is one of the fundamental activities of school
work.

2. General objective

Improve reading comprehension at its three levels (literal, inferential and critical-
evaluative) in 2nd and 5th secondary school students at the Francisco Cabanillas
Gálvez educational institution.

2.1. Specific goal

Improve reading comprehension at the literal level in 2nd grade secondary school
students at the Francisco Cabanillas Gálvez educational institution.

Improve reading comprehension at the inferential level in 2nd year secondary

school students at the Francisco Cabanillas Gálvez educational institution.

Improve reading comprehension at the literal level in 5th grade secondary school
students at the Francisco Cabanillas Gálvez educational institution.

Improve reading comprehension at the critical evaluative level in 5th grade

secondary school students at the Francisco Cabanillas Gálvez educational
institution.

Improve reading comprehension at the critical evaluative level in 5th grade

secondary school students at the Francisco Cabanillas Gálvez educational
institution.

3. Theoretical framework
3.1. The reading

It is the interpretation and selection of a message that has been received in writing.
Reading allows us to come into contact with other ways of seeing life, to
understand the phenomenon of production, the development of the economic life or
politics of a town or nation.

Reading is a very powerful learning instrument: by reading books, newspapers

or papers we can learn any of the disciplines of human knowledge. Reading
becomes a transcendental learning for schooling and for the intellectual growth of
the person. Aspects such as school success or failure (Cassany 2003)

3.2. LANGUAGE SKILLS

They are those that allow us to communicate and they are:

 Speaking.- It is the activity in which we translate or find meaning in a series of

symbols or letters, which our mind processes and generates meaning for us.
This linguistic skill requires a prior process that is acquired through practice.
 Listening.- It serves to hear and to understand or understand the ideas and
characteristics of others who want to say something.
 Read.- Serves to understand The reader must decode from knowing the
messages instructions symbols Characteristics written to written information
 Writing.- It serves to devise symbols, express and communicate the
characteristics through symbols according to the culture.

The first of these processes (speaking) arises in the child from the first years
of life as a social need and part of his psychomotor development; The remaining
three educate themselves, with the school playing a fundamental role in this sense,
especially the teacher as a regulator, actor and protagonist of the Educational
Teaching Process, which must constitute a model of idiomatic expression while
also being the bearer of a general culture. that serves as an example for students
to imitate, taking into account that language constitutes the means by which the
process of education and teaching of the new generations is carried out, it is
through oral and written language that the student comes into possession of the
knowledge necessary to participate in social production and in the process of any
activity, which is why in the current conditions of universalization, the development
of communication skills that in turn promote communicative competence,
understood as a phenomenon, is of vital importance. where cognitive and
metacognitive abilities are integrated to understand and produce meanings.

3.3. Reading techniques

All techniques point out similar paths to finally arrive at the selection of ideas and
interpretation of the message, one of them is the reading comprehension
technique, it is one that in a text (scientific, technical, school, etc.) allows us to
capture the content. of this, that is, its nuclear statements and its conceptual
hierarchies, understanding means reaching or grasping something. All reading in
the strict sense should be comprehension reading since its purpose is the meaning
of the words that describe objects or ideas.

Learning to read is a gradual process. Children begin reading with texts that are
very simple, and little by little, they develop abilities that allow them to read more
complex texts. In this process, not all children learn at the same pace. Some
progress in reading faster and others take longer. For this reason, in our
classrooms we have children with different levels of achievement, therefore with
different needs.

At school, we often think that stories are the best way to learn to read and,
therefore, much of our educational material is oriented towards narratives.
However, in daily life, we encounter different texts, such as news, pictures,
advertising, recipes, etc. Why are these texts read infrequently at school?

It is important to use different types of texts, because not all of them are read in the
same way: an assistance sign does not read the same as an argumentative text, a
description does not read the same as a recipe.

3.4. Let's motivate students to read:

 The posters that are in the streets, to inform you.
 The recipe for a cake, to prepare it.
 A plan to get somewhere.
 A table of responsibilities, to know what task each person has to perform.
 The rules of a game, to know how to play it.
3.5. Teaching Strategies
3.5.1. Making graphic organizers

Graphic organizers, such as diagrams, mind maps, among others, are very
useful for classifying and prioritizing the information in a text. By using graphic
organizers, children can learn to identify the central theme and main ideas of
the texts they read.

3.5.2. Transforming the texts

 Let's ask children to read texts and rewrite them, turning them into texts of
another type. For example, you can ask them to read a news story and
transform it into a story told by one of the protagonists. They can also read an
advertisement and transform it into news. These activities not only help children
understand what they read, but also allow them to develop their ability to
produce texts and their creativity.

3.6. Textual communicative approach

The Communication area is based on a textual communicative approach. It

emphasizes the construction of the meaning of the messages that are
communicated through what is spoken, what is read and what is written. This
approach is concerned with mastering the mechanisms that facilitate
understanding, production, creativity and logic.

What is really valuable for this approach is that the subject knows how to use
communication to organize thoughts, express the internal world, to anticipate
decisions and actions that open the doors for their relationship with society.

3.7. READING COMPREHENSION

Reading is understanding, whenever you read you do it to understand otherwise it

would be meaningless. A reader understands a text when he can find meaning in it,
when he can put it in relation to what he already knows and what interests him. The
final appreciation of a text will vary according to the diverse motivations of each
reader.

Let us remember the words of Isabel Solé in Reading Strategies:

“Reading is a process of interaction between the reader and the text, a process
through which the former tries to satisfy the objectives that guide their
reading...the meaning of the text is constructed by the reader. This does not
mean that the text itself has no meaning or meaning. What I am trying to explain
is that the meaning that a piece of writing has for the reader is not a translation
or replica of the meaning that the author wanted to give it, but a construction
that involves the text, the prior knowledge of the reader who approaches it, and
the objectives with which it is addressed. who faces him. ‘‘

Understanding is then closely linked to the vision that each person has of the
world and of themselves, therefore, when faced with the same text, we cannot
claim a unique and objective interpretation. The reader will give meaning to a
 reading by coordinating information that comes from different sources: the text,
its context and the knowledge that he possesses.

To successfully meet this objective, the reader must use a series of skills or
strategies that help them build their knowledge, applying it in diverse situations
and in different contexts.

4. Process

Surnames Names Workshop workshop workshop

No. 1 no. 2 no. 3
Angaspilco Yosi Lisset 4 18 16
Vasquez
Arteaga Coronel leidy
Arteaga Coronel Jholbert 10 14
Kleider
Davila Rivera Melvin Adam 11 16 15
Thin Days Edin Aimar 10 16
Educate León Lusdeli 18 18
Fernandez Dias Susana Judith 14 15 16
Gráficos
Guevara
de notas
Geiner 8 13 15
20 Guevara Estalyn
18 Herrera Cieza Jesse David 11 17
16 Horna Lozada Diana 13 14 16
14 Maricielo
12 Leon Garcia Mediz 6 11 16
10
Francisco
8
Monsalve Merly Julissa 9 16 15
6
Martínez
4
Rafael Rafael Marilu 13 18 16
2
0 Tapia Perez Celica
y r n r l i h n d o o a ú a el el ng lla dy11 el isi an
s e eid id dá m de di aly av ie isc iss Denis
t e a t Tenorio i Cubas
l ril élicClaribel
ib n ri e e ch le Iv 16 15
is L
i s l
K
e
l n A i s u t
A Lu a J Es r D ari an Ju M c c l a C Clar Leo the Mir r F r Mi Yu ús
rt lv dii n n r Tenorio
s e m F Guevara
r l y Diego s Leonelo a b lkin 16suly Jes
e 13 16
Yo l be Me E usa eine Jei na diz Mer e ni ieg ny K i m E 16 i
Jh
o S G Tenorio
a
Di Me
Guevara Jenny D D
Je
n L An 16 15
Katherine
Torres
Taler n° 1 Gallardo taller n° 2Mirella taller n° 3 8 16 17
Vega Melendez Limber Fredy 10 16
Vilchez Delgado Elkin Michel 6 18 18
Vilchez Vallejos Anisuly 9 14 16
Yuleisi
Villegas Arteaga Jesus Ivan 12 16
5. Conclusions
 A great deficiency was noticed in the 5th grade
secondary school students, the
entrance test scores were very negative.
 In the next test the students showed great progress, there were very few who
failed.
 In the final test, the students applied all the techniques taught in class, obtaining
a very satisfactory result.
 Students are willing to learn but they receive motivational support that leads
them to reading.
 The students have not developed all their communication skills, showing a great
deficit in communication abilities.

6. Bibliographic references

 Diaz Ana. (1988). Reading compression guide - scientific and technical

texts. Mexico: CONPES.
 González, J., Barba, J. And González (09/25/10). Reading
comprehension in secondary education. Ibero-American Journal of
Education, 1, 11.
 Jury J. and Gilabert L. (xxxx). READING COMPREHENSION IN ESO
Barcelona: OCTAHEDRON.
 Paris Carmen (xxxx). "The text. Theoretical foundations and practical
applications”. 09/10/2016, from the National Institute of Educational
Technologies and Teacher Training Website:
http://ntic.educacion.es/w3/recursos/primaria/lengua_literatura/el_t
exto/
 Sánchez Evelyn (2013). PROJECT TO IMPROVE READING COMPETENCY:
ESTHER HUNNEUS SCHOOL OF CLARO. Chile: University of Concepción.