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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS HIGH STANDARD SYSTEM OF EDUCATION UNIVERSITY CENTER: MAIN GUAYAQUIL
EDUCATIONAL PROJECT
IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE BACHELOR
OF EDUCATION IN ENGLISH LANGUAGE AND LINGUISTICS DEGREE
TOPIC
THE INFLUENCE OF BASIC A1.1 LEVEL VOCABULARY IN READING
COMPREHENSION.
PROPOSAL
DESIGN OF A SYSTEM OF ACTIVITIES FOCUSED ON VOCABULARY FOR
READING COMPREHENSION
AUTHORS
DEISY MARIBEL CAJO QUISHPILLO
ANDREA ROSAURA MORA CABRERA
ADVISOR: LCD. HEIDI MARRIOTT TOLEDO MSc.
GUAYAQUIL-ECUADOR
2019-2020
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UNIVERSITY OF GUAYAQUIL
Faculty of Philosophy, Letters and Sciences of Education
School of Languages and Linguistics
BOARD OF DIRECTORS
MSc.Santiago Galindo Mosquera MSc. Pedro Rizo Bajaña
DECANO VICE-DECANO
Ing. Carlos Valle Navarro, MSc. Ab. Sebastián Cadena Alvarado.
GESTOR(A) DE CARRERA SECRETARIO
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MSc.
SANTIAGO GALINDO MOSQUERA. DECANO DE LA FACULTAD DE
FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
CIUDAD. -
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la
Educación me designaron Consultora Académica de Proyectos Educativos de
Licenciatura en Ciencias de la Educación, Mención: Lengua Inglesa y Lingüística.
Tengo a bien informar lo siguiente:
Que los estudiantes Cajo Quishpillo Deisy Maribel con C.C. 0930554720 y Mora
Cabrera Andrea Rosaura con C.C 0951522044 diseñaron el proyecto educativo
con el tema: THE INFLUENCE OF BASIC A1.1 LEVEL VOCABULARY IN
READING COMPREHENSION Propuesta: DESIGN OF A SYSTEM OF ACTIVITIES
FOCUSED ON VOCABULARY FOR READING COMPREHENSION.
El mismo que ha cumplido con las directrices y recomendaciones dadas por el
suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto, y
pongo a vuestra consideración el informe de rigor para los efectos legales
correspondiente.
Atentamente
…………………………………………
Lcd. Heidi Marriot Toledo, MSc.
Consultora Académica
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MSc.
SANTIAGO GALINDO MOSQUERA. DECANO DE LA FACULTAD DE
FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN.
CIUDAD.-
Para los fines legales pertinentes comunico a usted que los derechos intelectuales
del proyecto educativo con el tema: The influence of basic A1.1 level vocabulary
in reading comprehension. Design of a system of activities focused on
vocabulary for reading comprehension.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Deisy Maribel Cajo Quishpillo Andrea Rosaura Mora Cabrera
C.I. 0930554720 C.I. 0951522044
v
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
PROYECTO
TEMA: THE INFLUENCE OF BASIC A1.1 LEVEL VOCABULARY IN READING
COMPREHENSION.
.
PROPUESTA: DESIGN OF A SYSTEM OF ACTIVITIES FOCUSED ON
VOCABULARY FOR READING COMPREHENSION.
APROBADO
………………….……
Tribunal No 1
...………………………. ..….…………………….
Tribunal No 2 Tribunal No 3
Deisy Maribel Cajo Quishpillo Andrea Rosaura Mora Cabrera
C.I. 0930554720 C.I. 0951522044
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EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
All this work is dedicated to God who has supported us every day in this long
process, also to our families who have been there for us unconditionally. Thank you
Cajo Quishpillo Deisy Maribel
Mora Cabrera Andrea Rosaura
viii
ACKNOWLEDGENT
We want to thank to the all people who have been in this process with us:
classmates, teachers, family and friends.
Specially thank to our advisor MSc. Heidi Marriott, for her patience and guidance in
the development of this research.
Cajo Quishpillo Deisy Maribel
Mora Cabrera Andrea Rosaura
ix
GENERAL INDEX
PRELIMINARY PAGES
FRONT PAGE………………………………………………………………………………...i
AUTHORITIES……………………………………………………………………………….ii
DOCUMENTS...……………………………………………………………………………..iii
DEDICATION……………………………………………………………………………….vii
ACKNOWLEDGENT………………………………………………………………………viii
GENERAL INDEX…………………………………………………………………………..ix
INDEX OF CHARTS…………………………………………………………..……………xi
INDEX OF GRAPHICS.......................................................................................…....xi
FICHA DE REGISTRO DE TESIS……………………………………………………….xiii
THESIS REGISTRATION FORM………………………………………………………..xiv
ABSTRACT………………………………………………………………………………….xv
RESUMEN………………………………………………………………………………….xvi
INTRODUCTION…………………………………………………………………………….1
CHAPTER I
RESEARCH PROBLEM
1.1 CONTEXT OF THE INVESTIGATION .......................................................... 1
1.2 RESEARCH PROBLEM ................................................................................ 2
1.3 CONFLICT SITUATION ................................................................................ 2
1.4 SCIENTIFIC FACT ........................................................................................ 3
1.5 CAUSES ....................................................................................................... 3
1.6 FORMULATION OF THE PROBLEM............................................................ 4
1.7 OBJECTIVES ................................................................................................ 4
1.7.1 General Objective ................................................................................... 4
1.7.2 Specific Objectives ................................................................................. 4
1.8 RESEARCH QUESTIONS ............................................................................ 5
1.9 JUSTIFICATION ........................................................................................... 5
CHAPTER II
THEORETICAL FRAMEWORK
2.1 BACKGROUND OF THE INVESTIGATION ......................................................... 8
2.2 CONCEPTUAL FRAMEWORK .......................................................................... 10
2.2.1 PEDAGOGICAL FOUNDATION ............................................................... 10
2.2.2 PSYCHOLOGICAL FOUNDATION .......................................................... 16
x
2.2.3 SOCIOLOGICAL FOUNDATION .............................................................. 19
2.2.4 PHILOSOPHICAL FOUNDATION ............................................................ 21
2.2.5 LINGUISTIC FOUNDATION ..................................................................... 21
2.3 CONTEXTUAL FRAMEWORK........................................................................... 24
2.4 LEGAL FRAMEWORK ....................................................................................... 25
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS
3.1 METHODOLOGICAL DESIGN ........................................................................... 28
3.2 TYPES OF INVESTIGATION ............................................................................. 28
3.3 RESEARCH METHODS .................................................................................... 29
3.3.1 Deductive - inductive method.................................................................... 29
3.3.2 Historical-logical method ........................................................................... 29
3.3.3 Synthetic Analytical method ...................................................................... 30
3.3.4 Systemic-structural-functional method ...................................................... 30
3.4 RESEARCH TECHNIQUES ............................................................................... 30
3.4.1 Observation .............................................................................................. 31
3.4.2 Survey ...................................................................................................... 31
3.4.3 Interview ................................................................................................... 31
3.5 RESEARCH INSTRUMENTS............................................................................. 31
3.5.1 Observation guide ..................................................................................... 32
3.5.2 Questionnaire ........................................................................................... 32
3.5.3 Interview to the teacher ............................................................................ 32
3.6 POPULATION AND SAMPLE ............................................................................ 33
3.7 OPERATIONALIZATION OF VARIABLES ......................................................... 34
3.8 ANALYSIS AND INTERPRETATION OF RESULT OF THE INSTRUMENTS OF INVESTIGATION...................................................................................................... 35
3.8.1 ANALYSIS OF OBSERVATION GUIDE ................................................... 35
3.8.2 ANALYSIS OF INTERVIEW TO THE TEACHER ..................................... 36
3.8.3 ANALYSIS OF RESULTS OF THE SURVEY TO THE STUDENTS ......... 39
CHAPTER IV
THE PROPOSAL
4.1 PROPOSAL TITLE ............................................................................................. 54
4.2 JUSTIFICATION................................................................................................. 54
4.3 OBJECTIVES ..................................................................................................... 54
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4.3.1 GENERAL OBJECTIVE ............................................................................ 54
4.3.2 SPECIFIC OBJECTIVES: ......................................................................... 55
4.4 THEORETICAL ASPECTS ................................................................................ 55
4.4.1 Pedagogical aspect .................................................................................. 55
4.4.2 Psychological aspect ................................................................................ 55
4.4.3 Sociological aspect ................................................................................... 56
4.4.4 Legal aspect ............................................................................................. 56
4.5 FEASIBILITY OF THE PROPOSAL ................................................................... 57
4.5.1 Financial ................................................................................................... 57
4.5.2 Technical .................................................................................................. 57
4.5.3 Human ...................................................................................................... 57
4.5.4 Legal ......................................................................................................... 57
4.6 DESCRIPTION OF THE PROPOSAL ................................................................ 58
THE PROPOSAL…………………………………………………………………………..58
CONCLUSION AND RECOMMENDATIONS ......................................................... 121
BIBLIOGRAPHICAL REFERENCES...................................................................... 122
APPENDIXES ........................................................................................................ 123
APPENDIX 1 .......................................................................................................... 123
APPENDIX 2 .......................................................................................................... 123
APPENDIX 3 .......................................................................................................... 123
APPENDIX 4 .......................................................................................................... 123
INDEX OF CHARTS
CHART 1: POPULATION AND SAMPLE ................................................................................... 34
CHART 2: OPERATIONALIZATION OF VARIABLES .............................................................. 34
CHART 3: I UNDERSTAND THE WORDS ................................................................................ 39
CHART 4: USE THE VOCABULARY LEARNED DAILY .......................................................... 40
CHART 5: UNDERLINE THE UNKOWN WORDS .................................................................... 41
CHART 6: READING STRATEGIES .......................................................................................... 42
CHART 7: READ IN ENGLISH .................................................................................................... 43
CHART 8: ANSWER QUESTIONS FROM PREVIOUSLY READ TEXTS .............................. 44
CHART 9: I STRENGTHEN MY VOCABULARY ....................................................................... 45
CHART 10: I UNDERSTAND ALL WORDS FROM A READING ............................................ 46
CHART 11: LEVEL OF READING COMPREHENSION ........................................................... 47
CHART 12: ACTIVITIES .............................................................................................................. 48
CHART 13: VOCABULARY LEVEL ............................................................................................ 49
CHART 14: UNDERSTANDING THE MAIN IDEAS OF A TEXT ............................................. 50
CHART 15: IMPLEMENTATION OF MORE ACTIVITIES ........................................................ 51
xii
CHART 16: READING HELPS INCREASE MY VOCABULARY ............................................. 52
CHART 17: VOCABUALRY FAVOURS THE UNDERSTANDING OF THE READING ......... 53
INDEX OF GRAPHICS
GRAPHIC 1: READING STRATEGIES ...................................................................................... 11
GRAPHIC 2: I UNDERSTAND THE WORDS ............................................................................ 39
GRAPHIC 3: USE THE VOCABULARY LEARNED DAILY ...................................................... 40
GRAPHIC 4: UNDERLINE THE UNKOWN WORDS ................................................................ 41
GRAPHIC 5: READING STRATEGIES ...................................................................................... 42
GRAPHIC 6: READ IN ENGLISH................................................................................................ 43
GRAPHIC 7: ANSWER QUESTIONS FROM PREVIOUSLY READ TEXTS .......................... 44
GRAPHIC 8: I STRENGTHEN MY VOCABULARY .................................................................. 45
GRAPHIC 9: I UNDERSTAND ALL WORDS FROM A READING .......................................... 46
GRAPHIC 10: LEVEL OF READING COMPREHENSION ....................................................... 47
GRAPHIC 11: ACTIVITIES .......................................................................................................... 48
GRAPHIC 12: VOCABULARY LEVEL ........................................................................................ 49
GRAPHIC 13: UNDERSTANDING THE MAIN IDEAS OF A TEXT ......................................... 50
GRAPHIC 14: IMPLEMENTATION OF MORE ACTIVITIES .................................................... 51
GRAPHIC 15: READING HELPS INCREASE MY VOCABULARY ......................................... 52
GRAPHIC 16: VOCABUALRY FAVOURS THE UNDERSTANDING OF THE READING .... 53
xiii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN
TÍTULO Y SUBTÍTULO: Influencia del vocabulario básico de nivel A1.1 en la comprensión lectora.
Diseño de un sistema de actividades enfocados en el vocabulario para la
comprensión lectora.
AUTORES: Cajo Quishpillo Deisy Maribel
Mora Cabrera Andrea Rosaura
TUTOR: MSc. Heidi Marriott Toledo
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía, letras y ciencias de la educación
ESPECIALIDAD: Lenguas y lingüística
GRADO OBTENIDO: Licenciatura en Ciencias de la Educación, Mención en
Lengua Inglesa y Lingüística.
FECHA DE
PUBLICACIÓN:
No. DE
PÁGINAS:
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVES/
KEYWORDS:
Comprensión lectora, vocabulario, actividades
RESUMEN: En este trabajo de investigación se examinó la problemática que existe en el desarrollo
de la comprensión lectora de los estudiantes de 8º Grado de Educación General Básica del Colegio Vicente Rocafuerte en el periodo lectivo 2018-219. Los autores de este proyecto realizaron investigaciones en libros, revistas y tesis pasadas con relación a las variables además, profundizaron la investigación con la aplicación de los instrumentos tales como: la observación a la clase, una encuesta a los estudiantes y una entrevista al docente, los que confirmaron que existe un problema en la comprensión lectora.
Como conclusión, se determinó que los las actividades basadas en el vocabulario arrojan un impacto positivo a esta problemática presentada. Por tanto, los autores propusieron un sistema de actividades basadas en el vocabulario para el desarrollo de la comprensión lectora. De esta manera, los estudiantes puedan trabajar en la adquisición de vocabulario acorde a su nivel, lo cual ayudara a su comprensión de textos y lecturas.
ADJUNTO PDF: SI NO
CONTACTO CON
AUTOR/ES:
Teléfono:
0994179622
0988988687
E-mail:
CONTACTO CON LA
INSTITUCIÓN:
Nombre: Secretaría de la Escuela de Lenguas y
Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
x
x
x
xiv
NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY
FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN
TITTLE AND SUBTITTLE: The influence of basic A1.1 level vocabulary in reading comprehension
Design of a system of activities focused on vocabulary for reading comprehension
AUTHORS: Cajo Quishpillo Deisy Maribel
Mora Cabrera Andrea Rosaura
ADVISOR: MSc. Heidi Marriott Toledo
INSTITUTION: University of Guayaquil
FACULTY: Philosophy, Letters and Sciences of Education
CAREER: Languages and Linguistics
DEGREE OBTAINED: Bachelor of science in education, major in English
language and linguistics
PUBLICATION DATE: No. of pages:
THEME AREAS: English language
KEY WORDS: Reading comprehension, vocabulary, activities
ABSTRACT:
In this research work, it was examined the problematic that exists in the development of reading comprehension of the students of the Eighth Grade of General Basic Education from Vicente Rocafuerte School in the 2018-219 school period. The authors of this project carried out research in books, journals and past theses in relation to the variables. Moreover, they deepened the investigation with the application of instruments such as observation to the class, a survey addressed to the students and an interview to the teacher. These instruments confirmed the existence of a problem in the development of reading comprehension.
In conclusion, it was determined that the activities based on vocabulary have a positive impact on this problematic. Therefore, the authors proposed a system of activities based on vocabulary for the development of reading comprehension. In this way, students can acquire vocabulary according to their level, which will help their comprehension of texts and readings.
ATTACHED PDF: SI NO
TO CONTACT THE
AUTHORS:
Telephone:
0994179622
0988988687
E-mail:
TO CONTACT THE
INSTITUTION:
Name: Secretary of the School of Languages and
Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
xv
UNIVERSITY OF GUAYAQUIL
Faculty of Philosophy, Letters and Sciences of Education
School of Languages and Linguistics
TOPIC: The influence of basic A1.1 level vocabulary in reading comprehension PROPOSAL: Design of a System of Activities Focused on Vocabulary for Reading
Comprehension. RESEARCHERS: Cajo Quispillo Deisy Maribel and Mora Cabrera Andrea Rosaura PROJECT ADVISOR: Msc. Heidi Marriott Toledo
ABSTRACT
This research work examines the problematic that exists in the development of
reading comprehension in the students of Eighth Grade of Basic Education General
form Vicente Rocafuerte High School, in the 2018-2019 school period. In the same
way, it can be realized that students are not able to comprehend simple texts and
extract the main idea from a reading. All these are caused by the lack of vocabulary
knowledge, provoking problems in the reading comprehension skill.
The authors of this research project carried out research in books, journals and past
theses in relation to the variables. Furthermore, the research was also deepened
with the application of the instruments such as: observation of the class, a survey
addressed to the students and an interview to the teacher, which confirmed that
there is a problem in the reading comprehension that affects this population.
In conclusion, it was determined that activities based on vocabulary have a positive
impact in this problem. Therefore, a system of activities based on vocabulary for the
development of reading comprehension is proposed in this way, students can work
in the acquisition of vocabulary according to their level, which will help to understand
texts and readings and further enhance their reading comprehension.
Key words: reading comprehension, vocabulary, activities.
xvi
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
RESUMEN
Este trabajo de investigación examina la problemática que existe en el desarrollo de
la comprensión lectora de los estudiantes de 8º Grado de Educación General Básica
del Colegio Vicente Rocafuerte en el periodo lectivo 2018-219. De la misma manera,
puede notarse que los estudiantes no pueden comprender textos simples y extraer
la idea principal de una lectura. Todo esto es causado por la falta de conocimiento
de vocabulario, lo que provoca problemas en la habilidad de comprensión lectora.
Los autores de este proyecto realizaron investigaciones en libros, revistas y tesis
pasadas con relación a las variables además, se profundizó la investigación con la
aplicación de los instrumentos tales como: la observación a la clase, una encuesta
a los estudiantes y una entrevista al docente, los que confirmaron que existe un
problema en la comprensión lectora.
Como conclusión, se determinó que las actividades basadas en el vocabulario
arrojan un impacto positivo a esta problemática presentada. Por tanto, los autores
propusieron un sistema de actividades basadas en el vocabulario para el desarrollo
de la comprensión lectora. De esta manera, los estudiantes puedan trabajar en la
adquisición de vocabulario acorde a su nivel, lo cual ayudara a su comprensión de
textos y lecturas.
Palabras clave: comprensión lectora, vocabulario, actividades.
xvii
INTRODUCTION
This educational Project is focused in providing a solution to the problem found of
poor development of reading comprehension presented by the students of Eighth
Grade of General Basic Education from Vicente Rocafuerte High School, for which
the authors examine the influence of vocabulary that can aid in the development of
reading comprehension. Therefore, this work will contribute to the improvement and
development of the students’ reading comprehension skill in English language
through activities that will reinforce vocabulary, which will helps students
comprehend better texts. This research is made up of four chapters which contain
essential information to support this work.
Chapter one describes the information about the introduction of the problem, the
educational context where the conflict situation arose and its causes. Moreover, it
presents the objectives set and the justification which demonstrated that this
research is relevant.
Chapter two presents the background of the variables studied, the theoretical
framework in a classification of foundations, the context framework, and finally, the
legal framework.
Chapter three exposes the different methods, types of investigation, techniques and
instruments of investigation used and applied by the authors to evident the problem
in the present research.
Chapter four explains the proposal created for this specific problem, its objectives
and justification. It also describes in detail vocabulary based activities suggested by
the authors that can be used to promote the development of reading comprehension.
1
CHAPTER I
RESEARCH PROBLEM
1.1 CONTEXT OF THE INVESTIGATION
Vicente Rocafuerte High School is an emblematic institution which, at the
moment, has an adequate infrastructure and equipment, labs, technological
devises among other tools help to students learn in a better way. However, there is
an evident lack of didactic material to use along with the resources for getting better
results.
Based on initial observations, the researchers were able to identify that
students had a deficit in the development of Reading Comprehension. They seemed
not to be able to extract specific information from short texts, they were not able to
understand readings because they lacked the vocabulary needed to comprehend the
material.
English is an extremely important language currently, people can speak
English have more opportunities in every life aspect. In this regard, one of the most
important skills in English is the reading skill and the ability of comprehending what is
read. This due to fact that reading allows the students to learn and practice grammar
in context and acquires vocabulary in a receptive non-threatening way. Reading
comprehension is a complex process where the person has to understand the
reading in its totality although, this can be a simple definition, it is difficult to put it in
practice.
2
This investigation aims to present a viable solution for the problem in the
development of reading comprehension in the group of students where the problem
was identified in order to engage the students more in the process of English
learning and improve their reading comprehension skill.
1.2 RESEARCH PROBLEM
The learning of the English language and the development of all language
abilities for each student is extremely important. However, during initial observations
performed to the students of the Eighth Grade of General Basic Education from
Vicente Rocafuerte High School revealed that there are flaws in the development
process of reading skill, particularly in reading comprehension. The group was not
able to understand the short reading material, they were not able to understand main
ideas, recognize very simple words and phrases in reading presented for their level,
as is demanded by the current Curriculum Guidelines for level A1.1 in Eighth Grade.
1.3 CONFLICT SITUATION
This research project is performed in the Vicente Rocafuerte High School
with the students of Eight Grade of General Basic Education in the 2018-1019 school
period. The conflict situation presented by the students is that they are not able to
understand and identify very simple information from a text. As a consequence, they
cannot perform comprehension activities regarding the readings and they lose
interest in the class because they lack understanding of the vocabulary used to
attempt to comprehend the text. According to the Ministry of Education, the students
must acquire the level A1.1 in accordance to the Common European Framework of
3
Reference for Languages: learning, teaching, assessment (CEFR), which belongs to
the first part in the acquisition of level A1.
However, after the researchers initial observation, it was evident there was
a problem with the Reading Comprehension aspect in students. As an example,
most of the students presented a deficiency understanding simple texts, insufficiency
in extracting key information items from short texts and a noticeable deficit of words
and basic phrases when reading a text. This demonstrated that the conflict situation
is in the Reading Comprehension which constitutes the dependable variable of this
research.
1.4 SCIENTIFIC FACT
Insufficiency in the Reading Comprehension of students of the Eighth Grade of
General Basic Education from Vicente Rocafuerte High School in the 2018-2019
school period.
1.5 CAUSES
In the search for the main causes of the problem, it was evidenced that the students
have:
Deficiency of appropriate level of vocabulary to understand a reading.
Limited use of vocabulary activities during reading tasks.
Inadequate methodology to engage students when reading
4
1.6 FORMULATION OF THE PROBLEM
How does the knowledge of Basic A1.1 Level Vocabulary influence the
development of Reading Comprehension in the students of Eighth Grade of General
Basic Education from Vicente Rocafuerte High School in the 2018-2019 school
period?
1.7 OBJECTIVES
1.7.1 General Objective
To determine the influence of Basic A1.1 Level Vocabulary in Reading
Comprehension through a bibliographical review, field study and statistical analysis
to design a system of activities focused on vocabulary for reading comprehension.
1.7.2 Specific Objectives
To assess the relevance of the knowledge of Basic A1.1 Level vocabulary
through a bibliographical review, field study and statistical analysis.
To characterize Reading Comprehension through a bibliographical review, field
study and statistical analysis.
To design a system of activities focused on vocabulary for reading
comprehension through the interpretation of theoretical and empirical data
obtained.
5
1.8 RESEARCH QUESTIONS
The following research questions will give this investigation.
What is the current situation presented by the Eighth Grade students from
Vicente Rocafuerte High School in regarding the development of Reading
Comprehension?
What are the causes that influence the development of reading comprehension in
students?
What theoretical, historical, contextual and legal foundations support the
development of reading comprehension from the vocabulary?
What are the didactic resources used for teaching of a new vocabulary?
What is the appropriate methodology used for teaching a new vocabulary?
Which proposal allows transforming the current state of Reading Comprehension
development using vocabulary as a foundation?
1.9 JUSTIFICATION
Currently, the command of the English language is fundamental since it is
considered a universal language. Its importance not only lies at the labor level, but
also involves other sectors such as educational, cultural, political, social and
economic which create a need for students to improve overall language level. In this
aspect, the reading skill and reading comprehension will help students develop not
only within the educational field but within other fields as well.
Reading comprehension involves receiving information and the ability to
understand and interpret it. Therefore, it allows developing a broader understanding
6
of the language through simple texts. At the same time, the students have the
opportunity of being exposed to language and vocabulary needed to better
understand the reading material, which leads them to understand better, enjoy
reading and promote in them the reading habit.
In addition, reading comprehension is a good way to know the grammar, as
when a student reads, they realize how language structures work. They can
comprehend expressions and use them in other contexts. For example, in the
educational context where the students are able to communicate with each other in
English. Reading is also an opportunity to understand ideas, feelings and the English
culture.
According to the exit profile of students of Basic General Education from
Curriculum Guidelines (2016) given by the Ministry of Education, it is established that
the students must be able to develop the personal, social and intellectual skills
necessary to reach their potential and participate productively in an increasingly
globalized world that operates in other languages, optimize the understanding that
the students have of the world, of other cultures and their ability to communicate
their points of view through the foreign language and create a love for language
learning from a young age, through interesting and positive experiences in order to
encourage the motivation of students to continue learning. According to McNamara
(2006) “Comprehension is the ability to go beyond the words, understand ideas and
relationships between ideas conveyed in a text” (p. 12). Actually, people have the
necessity of communicate each other and reading skill represents a media very
important to know more about cultures, ideas, thinking, etc.
7
Therefore, the current situation in the development of reading comprehension
turns into an obstacle to accomplish the objectives set by the Curriculum Guidelines,
because the students are not able to decode messages due to the lack of
vocabulary.
As can be seen, the purpose of this research is to examine the difficulty in the
development of reading comprehension, caused by the lack of basic level vocabulary
and it aims to look for a solution.
Finally, this research project has as direct beneficiary the students from
Eighth Grade at Vicente Rocafuerte high school, increasing their vocabulary level in
a way that it facilities the comprehension of reading material and also favouring their
knowledge of other cultures and the communication with foreign people in English.
As indirect beneficiaries, it has the educational community and society the students
live in.
8
CHAPTER II
THEORETICAL FRAMEWORK
2.1 BACKGROUND OF THE INVESTIGATION
The purpose of this research is to examine the state of the variables and to know
through past research the relation and the importance between vocabulary and
reading comprehension.
In order to develop the theoretical framework it was necessary to review
different sources to obtain a better grasp of the relationship the variables of this
research project. Reading is one of four skills that students need to develop for
communicate effectively in English language, for students it is crucial to be success
in this skill. Gaiman (2013) indicates in this globalized world where text and email are
the tools more used for communicating, a world of written information. People need
to read, people need to be able to comprehend what they are reading and make
themselves understood. Reading helps students to comprehend in a better way the
language, develop their imagination and creativity and discover new vocabulary.
Reading encourages students to be curious and increase their desire to learn more.
For years the relationship that exists between vocabulary and reading
comprehension has been evident, if a person has a large vocabulary they will be
able to comprehend any reading material. Vocabulary is essential for a language,
without vocabulary a person it is not able to understand anything in a foreign
language. According to Alqahtani (2015) to understand a language it is necessary
that the learner is able to handle the vocabulary. As a consequence of a limited
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vocabulary, the ability to comprehend what is read will be severely hampered. It is
obvious that a lot of unknown words, which a person finds while reading can make it
more difficult to process a text.
Vocabulary knowledge is rather relevant to English learning, it helps a student
to be able to develop their other competences like reading comprehension.
According to Rahim (2015), the vocabulary knowledge of a person shows his
language ability, in order to be a competent foreign language pupil, having a wide
vocabulary is a predominant factor, vocabulary knowledge is important for successful
reading comprehension. To have a successful learning in English as a foreign
language, students must understand vocabulary then can improve their receptive
ability and later improves communication.
Reading comprehension and vocabulary are really important for the
development of the knowledge in a language like English. “Comprehension and
vocabulary go hand in hand, because to comprehend the larger texts being read,
readers must have knowledge of the smaller words that make up the text” (Boyer,
2017). Without vocabulary knowledge a student cannot read and comprehend a
simple text, both vocabulary and reading comprehension are correlated to improve a
language. In a research performed by Nation (2017), the authors pointed out the
close relation between vocabulary and reading comprehension, poor vocabulary
represents a bad reading comprehension. A lack of vocabulary in a student is a big
problem because the development of reading comprehension will be seriously
affected.
Teachers should aim to find different activities to improve their student`s level
of reading comprehension. To add to this point Boyer (2017) says that educators
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need to find ways to increase the vocabulary of students in order to develop their
reading comprehension. The aim of the teacher is to enhance the development of
reading comprehension through different ways to identify the words read and further
comprehension practice.
Therefore, in order to improve the current situation of the students of Eight
Grade of General Basic Education from Vicente Rocafuerte High School regarding
their development of reading comprehension. This research project will present
essential information to understand the importance of enhancing this skill through
vocabulary.
2.2 CONCEPTUAL FRAMEWORK
2.2.1 PEDAGOGICAL FOUNDATION
Reading comprehension
Harris and Hogdes (1995) said that reading comprehension is the
construction of the meaning of a written text through a reciprocal, holistic
interchanges of ideas between the reader and the text message. Reading
comprehension is the process of constructing meaning from text, which involves
decoding words written using prior knowledge in order to construct an own meaning.
However, this is not an easy work especially in a foreign language.
This research focuses on demonstrating the importance of reading comprehension in
the process of teaching the English language.
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Reading strategies
Pani (2003) defines reading strategies as the mental operations that readers
use in order to make sense of what they read. Good readers often use more
strategies effectively than poor readers. This means that poor readers do not know
how to apply reading strategies correctly.
According to Roit (2008) strategies are consciously used by readers for
understanding a text, remembering main ideas and adding new information into their
prior knowledge. Strategies are useful tools for comprehending readings.
Alder (2017) defines reading strategies are plans that good readers use to make
sense of the text. He proposes seven strategies for improving reading
comprehension:
SOURCE: (Adler, 2017) AUTHORS: Mora Andrea and Cajo Deisy
GRAPHIC 1: READING STRATEGIES
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It is due to fact that strategies are useful in the process of comprehending a reading.
This research project presents more details about of each strategy.
In the monitoring comprehension strategy, readers who are good at
monitoring, understanding what they read and when they do not. This strategy
teaches readers to be aware of what they do understand and using appropriate
strategies to resolve problems in comprehension as the problems arise. The most
common problem in monitoring strategy is the new words found in a text.
Apart from that, metacognition strategy is used by good readers in order to
understand texts. Before reading, readers preview what the text is about. During
reading, they can find difficulties with the text especially with unknown words which
represents comprehension problem. After reading, they check their understanding of
what they read.
Another strategy is graphic and semantic organizers, this strategy helps
students read and understand textbooks and picture books, graphic organizers are
known by different names, such as maps, webs, graphs, charts, frames or clusters.
Answering questions strategy, gives students a purpose for reading, helps
students to think actively as they read, encourages their comprehension and finally
helps review content and relate what they have learned to what they already know
while the generating questions strategy encourages students to ask themselves
questions that require to combine information from different segments of text in order
to comprehend it.
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In addition, the recognizing story structure strategy teaches students to
identify characters, setting, events, problem, and resolution from a story. This
strategy improves students' comprehension.
Finally, the summarizing strategy helps students identify or generate main
ideas and eliminate unnecessary information from a reading, determine what is
important in what they are reading and to put it into their own words.
This research project has found important to mention these reading strategies
because they can help students and teacher in the development of reading
comprehension and also shows the relevance of vocabulary knowledge in this
process.
Stages of Reading Development
The stages of reading development are the following:
The first stage is called emerging pre-reader. According to Wolf (2008) the
emergent pre-reader learns from a full range of multiple sounds, words, images and
stories. In this period children do not read. Emerging reading arises out of years of
perceptions, increasing conceptual and social development, and cumulative
exposures to oral and written language. Books at this stage need to have a strong
picture support, large print, repetitive patterns and familiar concepts.
Going ahead with the next stage of reading development, the second stage is
known as the novice reader, typically from 6 to 7 seven years old, children learn the
relation between a letter and a sound, they are able to confirm new words during
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reading. Books at this stage have more lines of print per page, complex sentence
structure and less dependency on repetitive pattern and pictures.
Moreover, the third stage it is decoding reader, in this stage children need to
learn the variations of the vowel based rimes and vowel pairs, also they need to add
at least 3,000 words in accordance with Wolf (2008). Decoding readers are able to
read stories with increasing fluency and vocabulary, books at this stage have longer
sentences, richer vocabulary, more text per page and less reliance on pictures,
children from 7 to 9 years old belongs to this stage.
Furthermore, the next stage known as comprehending reader, it is composed
for children from 9 to 15 years old. Wolf (2008) establishes it as the stage where
readers increase their capacity to understand the varied uses of words, metaphors
and points of view of the text. Children continue to develop a richer vocabulary,
increase fluency and understand more complex texts. Books at this stage have more
complex sentences, challenging vocabulary, unfamiliar topics and varied writing
styles.
Finally, the expert reader stage from 16 old and older, Wolf (2008) says all
reading begins with attention when an expert reader looks at a word, occurs three
cognitive operations. First, reader disengages from whatever else he is doing,
secondly the reader focuses his attention to the text and finally reader spotlights the
new word.
Considering the information related to the stages of reading development, it
highlights the relation between reading comprehension and vocabulary, also the kind
of books that reader has to use in each stage.
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Vocabulary strategies
Vocabulary strategies are interactive ways to encourage students to learn new
vocabulary and help them to draw on their prior knowledge and personal experience.
For example, the Frayer model suggests a strategy that provides the student
different ways to think about the meaning of words and develop of reading
vocabulary, students are asked to provide a definition of the word, characteristics of
the word, examples and non-examples.
Another useful strategy is word sorting, it is an activity where student has a list
key of words from a reading. Students have to identify the meaning of each word and
then “sort” the list into collections of words with similar features, this strategy can be
used for a variety of different topics.
In addition, using vocabulary cartoons strategy teaches students new
vocabulary words by seeing as a whole the word and an illustration. The students
will be able to identify the new vocabulary word and put it into a sentence. Seeing
the illustration will help students learn the word better.
At the end of the list, it is the graffiti vocabulary strategy that looks to increase
student’s understanding of words and concepts through art images. The students
first define vocabulary in their own words and then create visual images to depict the
words.
It is relevant to mention these strategies aim to students improve their
vocabulary knowledge and ease their reading comprehension. Teachers should use
all these strategies to promote and engage students in the learning process,
increasing their reading comprehension skill to be a good reader as well.
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2.2.2 PSYCHOLOGICAL FOUNDATION
Referring to the psychological foundation, it can be said that there is a very
close relationship between cognitive processes and reading comprehension.
Gemsbacher (1991) indicates that a successful reading demands that readers
construct a coherent and integrated mental representation of the text.
Levels of processing in reading
Levels of processing in reading comprehension are cognitive activities or
processes that the reader executes in his attempt to construct the meaning out of a
text. These include both the Bottom up processing, when the reader focuses on the
analysis of linguistic features, and the Top down processing, when the reader
focuses on sampling and predicting, testing the prediction, getting the gist, making
inference, etc. using available resources to guess or complete the missing
information. (Bachore, 2014, pág. 124)
The Role of Cognitive Skills in Reading Comprehension
Cognitive skills are the brain's ability to process different tasks such as
memory recall, the ability to learn new information and understanding of written
material. In the process of reading comprehension cognitive skills are included. The
most common are the following:
According to Pressley (2010) fluency is a prerequisite skill to comprehension.
It is the automatic recognition of words that frees up the cognitive capacity required
for comprehending the meaning of the words. In other words, fluency is the ability to
read like you speak, fluency is an important aspect in reading comprehension
process, fluent readers are able to decode the words quickly and can give full
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attention to comprehending the text at the same time, while and a non-fluent readers
make many mistakes, they read slowly and they are not able to comprehend what he
or she is reading, students become fluent by reading.
If a student is not fluent in word recognition, he/she is thinking about the
sounds of the individual letters and letter combinations rather than using that energy
to make sense of the text being read. In contrast, as a fluent reader devotes little
capacity to word recognition, most of his/her capacity is available for comprehension.
(Pressley M. , 2002, pág. 292)
In addition, the role of vocabulary is important. Children have to understand
what words mean before they can construct understanding of a text. We can say that
vocabulary is a key contributor to reading comprehension development.
Moreover, visualization refers to our ability to make visual representations in
our minds while reading. Miller (2004) says, visualization it is a truthful strategy to
improve reading comprehension, when readers create pictures in their minds they
become more engage with the text.
Furthermore, Garcia (2012) establishes that the working memory is
responsible for managing the process of extracting information from text and
integrating it with prior knowledge to create meaning. Therefore, the working memory
is an important part of reading comprehension.
For these reasons, it is necessary to indicate the influence and importance that
cognitive skills to helps students enhance their reading comprehension skill through
a more reflective reasoning thinking.
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Vocabulary
Stahl (2005) establishes that vocabulary knowledge does not only imply to
know the definition of the words, it also implies know how these words fits into the
world. The development of the vocabulary it is a process that continue as long as
the live, at each moment a person learns a new words, words are powerful, words
open up possibilities.
Supporting the previous argument, vocabulary it is a powerful and useful tool in order
to improve reading comprehension skill.
The National Reading Panel is an organization from USA that provides
reading recommendations for English learners indicates a variety of indirect
(incidental) and direct (intentional) methods of vocabulary instruction (2000).
Incidental vocabulary learning is the process where the student learns something
without the intention of doing so and it is an effective way of learning vocabulary from
context, extensive reading exposures students to words and encourages them to
read, incidental vocabulary promotes deeper mental processing and better retention
of new vocabulary. While, intentional vocabulary learning is more conscious,
learners need to be explicitly taught methods for intentional vocabulary learning.
To finish this psychological foundation, this research project considers it
essential to mark out the relation between reading comprehension and cognitive
processes. It is due to fact that students improve their cognitive skills through
reading. At the same time, reading will become an easy process when reader
develops their cognitive skill such as critical and inferential thinking.
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2.2.3 SOCIOLOGICAL FOUNDATION
The act of comprehending a text is complex in the learning process of reading
comprehension there is an important aspect related to the society. The interaction
between students who read something that they want to learn and the teacher who
guides their learning to turn them into good readers. In the passing of the time,
reading comprehension has been present inside the classroom, texts and readings
are connected with the communication and the integration among human being.
Sometimes, students work in small groups to do activities for reading
comprehension inside the classroom. They share knowledge, thoughts, ideas and
opinions about the different topics. Children need to participate in those groups to
eliminate the fear of being wrong and develop their abilities to understand a short
text in public. A way of learning is by Social Construction which lets students learn
from others, they can also be motivated and they can support one another to learn
more.
Moreover, students make a new meaning in the process of interaction with a
reading. This is possible thank to the commonalities among them and the differences
that each student has. For example, when children work in a reading, one of them
can be able to comprehend words and extract the main ideas and other students
infer through pictures, then they might share all of that and then deepen their
knowledge.
Therefore, each student has different areas of interest to share, collaborate or
interact with others. Some of them are engaged by different topics, pictures or
vocabulary that they would like to learn. Reading comprehension lets them have a
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relationship between reader and text in which students can understand other
cultures and acquire different customs or habits.
Each day after class, students should apply their knowledge outside the
school, they link words, meanings and phrases in English language to what are
around them. In other words, students receive new vocabulary through the reading
comprehension and then they practice it in other context, such culture and social
environment. There are two types of vocabulary: productive and receptive
vocabulary, which are learned inside those communities when a student reads or
hears.
Vocabulary knowledge is classified into receptive and productive vocabulary.
Receptive or passive vocabulary refers to the ability to recognize and understand a
word and its meaning when it is heard or seen. Receptive vocabulary is formed by
words that are encountered, learned, comprehends and accumulated on the memory
via reading. On the other hand, productive or active vocabulary refers to the ability to
produce a word when one writes or speaks.
In addition, the interaction with other people increases the knowledge of
vocabulary, it does not matter the manner of communication, this can be in oral or
written way. Human beings are always in constantly learning about different topics
and books are the medium more effectible to share and learn thoughts, knowledge,
ideas, etc.
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2.2.4 PHILOSOPHICAL FOUNDATION
First, reading comprehension is based on the analysis, criticism and
interpretation of a text, which carry out to think and make questions about the topics
that students are going to read then to construct their own knowledge. People
support the knowledge based in topics and past experiences. Thus, students are
able to anticipate reading, thinking what would happen and then connect their ideas
with the context.
Furthermore, teacher has some ways to develop the reading comprehension,
one of them is making inference questions, which connects two ideas related
between the topic and the background knowledge, it also lets them analyse the
reading and understand the vocabulary by context.
Finally, this research is focussed on axiology which studies the human values,
moral, ethic, etc. People wish to get an atmosphere of affective integration inside
schools and classroom, because the students spend most of their time with their
classmates, students should also be respectful with other cultures and thoughts
transmitted through the readings and texts.
2.2.5 LINGUISTIC FOUNDATION
The Curriculum guidelines for English language set by the Ministry of
Education indicate some communicative competences that students from Eighth
Grade of General Basic Education have to accomplish at the end of the school term.
These components are:
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The first is the linguistic components, which require having a basic supply in
relation their educational and personal environment and a basic knowledge to make
simple grammatical structures, it means, words and phrases used by children every
day at the school and home.
The next one, it has the sociolinguistic components, which refer that students
must have little knowledge basic expressions like greeting, directions, introduce
oneself to be able to communicate and socialize their partners inside the classroom.
Finally, it presents the pragmatic components which indicate that students must be
able to connect ideas with basic link.
This research work is aligned with the Curriculum guidelines for English
language set by the ministry of education, where it is specified students of Eighth
Grade belongs to the level A1.1. Furthermore, the ministry of education has
designed a teaching learning book for each level. The book for Eighth Grade
presents the basic A1.1 level vocabulary that students have to handle at the end of
the term. Basic A1.1 level vocabulary is the expressions, words and phrases related
to the personal and educational background of students.
“Children talk about their concepts of writing language by showing their
developing awareness of phonological, orthographic and font systems of their
language”. (Susan E. Israel, 2014, pág. 5). Students realize the grammatical
structure how it is made, and they learn it through text and reading.
The elements of linguistic let us know the process how a reading is made,
starting of a single word until form the text which is going to read. Through reading
students can acquire new knowledge, associating the grammar, vocabulary and
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idioms to enrich the knowledge of the English language and being also reading
comprehension a media receptive of communication.
Morphology is part of linguistic which has as aim to know internal structure of
words, how they are formed and their relationship with other words, it analyses each
part of a word through morphological analysis which is called morpheme. It is the
smallest grammatical unit of a language that cannot be divided, it can give different
meanings to the same word. Morphology also analyses the part of speech,
intonation and changes that are made in its pronunciation and meaning within
different context. For example, morphology lets students use of suffix and prefix in
order to help them to wide their vocabulary, deduct meanings and amplify their
comprehension of the new words. Each new word that student finds in a text has to
be studied and analysed its correct use.
In other hand, lexicology is the study of the words, word-groups,
phraseological units and its relationship with the semantic. Within the part of
lexicology, it finds the general lexicology which refers that vocabulary is the
collection of words that a person knows and uses within a specific field or any
particular language.
Taxonomy of Comprehension Failures
First, the taxonomy of comprehension mistakes presents the failure to
understand a word suggested which refers the unknown of the meaning of a word or
the understanding the meaning by context. Second, the failure to understand a
sentence, this occurs when students cannot interpret a phrase or simple sentences,
they do not recognise the structures. Third, the failure to understand how one
sentence relates to another, it means that students do not understand the ideas
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when it constructs a paragraph. Last, the failure to understand how the whole text fits
together indicates that students do not understand the main idea of a topic or an
entire reading.
2.3 CONTEXTUAL FRAMEWORK
Vicente Rocafuerte High School is one of the most emblematic educational
institutions in Guayaquil city. It is located in José Velez Villamar 2203, in the
downtown area of the city. On December 26th, 1841 the High School was founded by
the governor of the Guayas Province Vicente Rocafuerte, by request of the president
Gral. Juan Jose Flores. In that time, this high school was named Guayas School,
having as first principal Teodoro Maldonado Cora.
At the beginning of its operation, the High School started as a coeducational
high school, but in 1937 that changed and it was only men until 2010 when it
returned to coeducational High School due to the Educational law implemented
under the government of President Rafael Correa.
On November 13, 2014, the remodelling of its establishment began which was
promoted by the President Correa and executed by the Ministry of Education, giving
as results: the renovation of 60 classrooms, and 12 laboratories and a library room
among others which will benefit of the entire Vicentino community. It is equally
important to mention that Vicente Rocafuerte High School was provided with Wi-Fi
coverage and it has received 50 computers provided by ESPOL as a donation.
The library is an essential resource for the development of reading
comprehension. However, this library does not account with the appropriate books
for the level of the students. Moreover, the entry record shows that few students go
to library.
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In other hand, the sociodemographic situation presented by the students is
middle-low, which means that they do not have greater opportunities for learning a
foreign language, which is fundamental within society. Finally, they go to public
institutions to complete their educational training process to improve their quality of
life.
It is important to mention that Vicente Rocafuerte High School has educated
13 ex-presidents of Ecuador and other famous people from Ecuador, giving great
prestige to the High School. Currently this institution has about 5000 students and
152 teachers working in morning and afternoon shifts.
2.4 LEGAL FRAMEWORK
To continue with this part, the legal documents from government entities
which are considered important to support this research need to be mentioned. In
the first place, the Constitution of the Republic of Ecuador stipulates in its art. 343
that “[t]he purpose of the national education system will be to develop the individual
and collective capacities and potential of the population, which will enable learning
and the generation and use of knowledge, techniques, knowledge, arts and culture”
(Constitution of the Republic of Ecuador, 2008). Moreover, in the National
Development Plan 2017-2021, highlights the importance of education in all levels,
the right that all citizens of the national territory have to it and the active participation
within it. In the same legal document, it lets us know that is it essential the teaching-
learning of a foreign language to connect with others countries and cultures. “Among
the actions proposed for its execution is promoting multilingualism, not only with the
approach to preservation of ancestral languages, but also to the connection with the
world, with universality” (Senplades, 2017)
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Furthermore, the Organic Law of Intercultural Education (2015) defines
education "as an instrument of transformation of society, contributing to the
construction of the country". It expresses that education is the key piece that
Ecuador has to be reformed in a better way, educating children who in the future will
become productive entities and who will help the development of the Nation.
At the same time, the Organic Law of Intercultural Education (LOEI) in the paragraph
z from title 1 .Of the General Principles indicates that;
Interculturality and plurinationality.- Interculturality and
plurinationality guarantee the System's actors knowledge, recognition,
respect, appreciation, recreation of the different nationalities, cultures and
peoples that make up Ecuador and the world; as well as their ancestral
knowledge, advocating unity in diversity, fostering intercultural and
intracultural dialogue, and favouring the valuation of the forms and uses of
different cultures that are consonant with human rights (2015).
Finally, among the aims of Curriculum Guidelines which indicate that the
Students of Eighth Grade of General Basic Education have A1.1level. This means
that at the end of the level, the students must accomplish the objectives set by the
Ministry of Education in regards to language learning. For that reason, in relationship
to the reading skill, students must have a basic vocabulary knowledge related to their
background as well personal and educational ones, in order to understand any
simple text according to this level.
The texts chosen must follow the next criteria. They must have an
understandable structure, present the relevant information in an explicit way, their
understanding must not present features of a foreign culture, provides mostly
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objective information and finally, be related to their personal and educational
background.
For all the aforementioned reasons, the relevance of vocabulary for the
development of reading comprehension is clear. Therefore, due to the fact that
current legal body in place the country supports the development of this research
project to find a solution for the problem that is affecting the student’s development
of reading comprehension.
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CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS
3.1 METHODOLOGICAL DESIGN
The present research is carried out at Vicente Rocafuerte High School. Its main
investigative purpose is to identify the influence of vocabulary in the development of
reading comprehension.
The methodology of this research work is of mixed nature because there is
not a rupture between the qualitative and quantitative aspects of the problem. It is
quantitative because it is used in the statistical analysis and in the processing of the
results achieved on the application of the instruments. At the same time, it is
qualitative since through the instruments of investigation implemented, it was
possible to better understand the problem manifestations that need to be solved.
Furthermore, there is an interpretative process is carried out throughout the research
project.
3.2 TYPES OF INVESTIGATION
This research project according to its purpose or criteria is applied because it is
aimed at an educational context, in this case at Vicente Rocafuerte High School with
students from Eight Grade of General Basic Education.
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It is of explanatory type, because it reveals the different causes that affect the
performance of students on the development of reading comprehension, among
which the vocabulary deficit predominates.
It is of purposeful type because it is aims to design a solution proposal for the
problem focused on vocabulary to improve reading comprehension.
It can also be said that is of non-experimental type because the proposal will not be
applied within the educational context.
3.3 RESEARCH METHODS
The methods that are used in the present investigation are of theoretical type, being
thus:
3.3.1 Deductive - inductive method
Allows researchers to ascend from the particular to the general and vice versa,
through the analysis of the manifestations, it was possible to establish the conflict
situation and determine the causes that affect the development of reading
comprehension.
3.3.2 Historical-logical method
Since it studies and analyzes the variables of the research project with the aim of
proposing a possible solution to the problem. It also establishes the historical
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background regarding the study of the real trajectory of the conflict situation and its
variables.
3.3.3 Synthetic Analytical method
It analyses and synthesizes all the information referent to the conflict situation, it
allows to determine and scrutinize information about effects and causes of the
problem.
3.3.4 Systemic-structural-functional method
It uses a logical structure which is carried out in all the research from the approach of
the problem to the proposal of the possible solution, this method is also used at the
moment of elaborating the research instruments.
According to the statistical method, in the investigation the descriptive method
is used, since it characterizes, analyzes and interprets all external manifestations
and effects that appear in reading comprehension, that is, the variables of the
research. At the same time, the descriptive method is used to organize in tables and
graphs the data obtained from the application of previously performed instruments.
3.4 RESEARCH TECHNIQUES
Research techniques are a set of procedures used to obtain data from a topic in an
easy and fast way. The following empirical techniques will be applied in this
educational project:
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3.4.1 Observation
The observation refers a method for studying the development of a class and will be
used to establish how the problem in reading comprehension skill manifests in
students of the Eighth Grade of General Basic Education sections from Vicente
Rocafuerte High School.
3.4.2 Survey
It is a method used for collecting data from a group of people, information about a
specific topic. Survey is directed to students to Vicente Rocafuerte High School from
Eight Grade of General Basic Education.
3.4.3 Interview
It is a more personal method to collect information, according to the types of survey
in this project. The non-standardized individual interview will be used, which will be
directed to the teacher.
3.5 RESEARCH INSTRUMENTS
Research instruments are tools used for measuring. For example, questionnaires
and scales, research instruments are designed to obtain data from a topic of
investigation.
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3.5.1 Observation guide
It consists in a formal observation to a class, it is not necessary to mention that the
researchers will be limited to observe the class and take notes. This instrument will
allow us to know directly the development of reading comprehension of students. .
The observation will contain ten criteria that will allow understanding in a better way
the treatment given to this skill in the classroom. The researchers will be non-
participant observers during the observation period, this means they will allow the
development of the classroom without interfering with the teacher’s approach or the
students responses to it.
3.5.2 Questionnaire
It is a set of standardized questions addressed to the students of the Eighth
Grade of General Basic Education, where students have to express their degree of
agreement or disagreement through a total of 15 structured statements, in order to
determine students’ needs through their opinions about reading comprehension skill.
The Likert scale was used for the elaboration of the survey.
3.5.3 Interview to the teacher
This interview consists on seven open questions concerning to the development of
reading comprehension which is directed to English teacher of Eight Grade of
General Basic Education. These open questions will help researchers to know what
the difficulties are that the teacher observes in the development of reading
comprehension from students.
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3.6 POPULATION AND SAMPLE
Population
This research presents the entire of population of students from Eighth Grade
of General Basic Education from Vicente Rocafuerte High School who are divided in
8 courses of 42 students each one. As result, it was obtained a total population of
336 students. In addition to this, it can be stated that in Eighth Grade there is only a
teacher working with all those students.
Therefore, as the population of students is greater than 100, it is necessary to
apply a formula to calculate the sample, the result will be taken into consideration to
apply the instruments of investigation like survey, interview and the observation
guide which will help the authors to identify if there is a problem in relation to the
variables.
Sample
The present project will use the type of no-probabilistic sample since this
facilitates the recollection of the data of the population. Within its classification, it
determines the use of intentional sampling by quotas which will be applied when the
specific characteristics of the population are known. Consequently, the sample is
applied to people who fall within the characteristic of the object of study.
As mentioned before, given that the population of students exceeds 100, the
study sample obtained is 180 students. In contrast to this result, all the teacher
population (1) will be considered to obtain the necessary information regarding the
treatment given in the classroom to this skill.
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CHART 1: POPULATION AND SAMPLE
Source: Students from Eight year of General Basic Education from Vicente Rocafuerte High School Authors: Deisy Cajo and Andrea Mora
3.7 OPERATIONALIZATION OF VARIABLES CHART 2: OPERATIONALIZATION OF VARIABLES
Variables Dimension Indicators
Reading Comprehension
Reading Strategies
Answering Questions
Metacognition
Monitoring comprehension
Generating questions
Summarizing
Graphic organizers
Stages of Reading Development
Emerging Pre-reader
Novice Reader
Decoding Reader
Comprehending Reader
Expert Reader
Level of Processing in Reading Comprehension
Bottom-up
Top-down
Cognitive Skills in Reading Comprehension
Fluency
Vocabulary
Visualization
Working Memory
Vocabulary
Vocabulary Learning Intentional
Incidental
Type of Vocabulary Receptive
Productive
Vocabulary Strategies
The Frayer Model, Artist’s Delight
Graffiti Vocabulary
Vocabulary Cartoons
Word Sorting Source: Students from Eight year of General Basic Education from Vicente Rocafuerte High School Authors: Deisy Cajo and Andrea Mora
DETAIL POPULATION SAMPLE
Teacher 1 1
Students 336 180
Total 337 181
35
3.8 ANALYSIS AND INTERPRETATION OF RESULT OF THE INSTRUMENTS OF
INVESTIGATION
3.8.1 ANALYSIS OF OBSERVATION GUIDE
The purpose of this observation guide was to observe the treatment given to
reading comprehension in class, for that reason this instrument was applied during a
reading class to students from Eighth Grade of General Basic Education. Similarly,
to evaluate the state of our variables in students, teacher and their environment were
also observed during this lesson.
CRITERIA YES
NO
SOMETIMES
OBSERVATIONS
STUDENTS Students are able to complete
activities from reading
comprehension material easily.
X It can be observed that students do not enough to do the reading comprehension activity.
Students answer questions about
the reading. X It can be observed that students
do not answer to the question.
Students understand all the
words in the text. X It can be observed that students do not work on vocabulary, only four words chosen by the teacher.
Students can understand the
main idea of the reading. X
It can be observed that students have difficulties to understand the topic.
Students do the assigned read
comprehension activities. X There was not an activity of
reading comprehension.
TEACHER Teacher reinforces the previous
and new vocabulary before
reading.
X It can be observed that teacher explain the meaning of four words by mimic.
Teacher makes sure students
understand the objective of the
reading activity.
X It can be observed that teacher had to repeat the objective many times.
Teacher provides instructions to
students to perform the tasks
correctly
X
Teacher asks questions about
the reading X
It can be observed that teacher do few questions to all students in general.
The reading class involves
didactic material X It can be observed that there
was not a reading class.
36
Comment:
At the beginning, teacher started explaining vocabulary orally, without pictures
or any kind of material to reinforce it, then teacher read the name of the topic and
teacher made to students infer on it. The students did not relate reading with the few
activities done. In other hand, the activities were not completed.
Moreover, the observation demonstrated that teacher does not use any extra
activity to involve the vocabulary to the reading or improve it through the reading. In
addition, the meaning of a word or a phrase are not explained, it is translated from
English to Spanish.
Therefore, students are not able to understand the main ideas from a reading,
nor answer to the question asked by the teacher. Also they cannot comprehend
words and phrases from a text, it means that students do not have enough
knowledge of vocabulary to complete the reading activity, there is a lot of noisy
inside the classroom for this reason, only the first part of the classroom pay attention.
3.8.2 ANALYSIS OF INTERVIEW TO THE TEACHER
In this interview addressed to the teacher of Eight Grade of General Basic Education
consisted in seven opened questions in which the teacher expressed her opinion
respect to the development of reading comprehension.
37
These were her responses:
Are students able to recognize the key words to comprehend a reading?
A: Only 50% of students are able to recognize the key words of a reading but the
other 50% have to learn yet. Recognizing main ideas or key words from a text it is a
hard work for students because they cannot the meaning of the majorities of the
words presented in a text.
What is the main difficulty that students present for comprehending basic readings?
A: New words, students do not understand all the words in a text so they cannot
comprehend it, only few students do it, not all. Most of students get shocked when
they find new words in a reading when this happens students lose their interest in
the reading and get frustrated.
What methods or strategies do you use for teaching reading?
A: I put pictures on the board related to the reading and I ask questions in order that
students comprehend the text, the aims of using this strategy is that students
understand the main idea of each paragraph and get engage with the reading. I also
apply other activities (which were not specified).
What methods or strategies do you use to introduce a new vocabulary when
reading?
A: Today, I did not bring pictures but I usually use pictures and flash cards. I catch
the attention of students with this kind of material. This material helps students to
relate the images with the new words and the text.
Are students able to extract the main ideas from a text?
38
A: Students cannot understand reading because they present a lack of vocabulary,
this fact makes students do not understand texts in its totality so they cannot extract
the main idea.
How difficult it is for students to answer questions related to a previously read text?
A: Students confuse the meaning of many words so at the moment of answering
questions they fail. I have to change questions in a simple way and reinforcing the
meaning of certain words in order to students are able to answer them.
What do you think about a system of activities focused on reading comprehension
development?
A: It is necessary, students have to improve their reading comprehension skill. This
proposal can help them to reinforce their vocabulary for comprehending readings.
Comment:
According to the results obtained from the interview, it is obvious that there is
a problem in the development of reading comprehension skill in the students of Eight
year of General Basic Education from Vicente Rocafuerte High School and the
principal cause, it is the lack of vocabulary for completing activities from a reading or
even understand what a reading is about. For these reasons, this research project
looks to demonstrate the reality and necessity of giving a solution to this problem.
39
3.8.3 ANALYSIS OF RESULTS OF THE SURVEY TO THE STUDENTS
The results obtained by the survey carried out and addressed to students of Eight
year of General Basic Education respect to the reading comprehension were the
following:
Item 1: When I read in English, I am able to understand all the words in the text.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 3: I UNDERSTAND THE WORDS
CATEGORY FREQUENCY PERCENTAGE
NEVER 67 37%
RARELY 52 29%
OCCASIONALLY 35 20%
FREQUENTLY 17 9%
ALWAYS 9 5%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 2: I UNDERSTAND THE WORDS
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
It was observed in the graphic 2, most of the students were not able to understand
all the words in a text. As a result, the students cannot comprehend text effectively.
On the other hand there is a small group of students able to comprehend all the
words in a text.
NEVER
29%
RARELY
23%
OCCASIONALLY
26%
FREQUENTLY
15%
ALWAYS
7%
40
Item 2: I use the vocabulary learned in the English language in my daily life.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 4: USE THE VOCABULARY LEARNED DAILY
CATEGORY FREQUENCY PERCENTAGE
NEVER 67 37%
RARELY 52 29%
OCCASIONALLY 35 20%
FREQUENTLY 17 9%
ALWAYS 9 5% TOTAL 180 100%
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 3: USE THE VOCABULARY LEARNED DAILY
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 3, 37% of students admitted that they do not use the vocabulary
learned in the English language in their daily life. This represents a big problem in
order to expand their vocabulary knowledge.
NEVER
37%
RARELY
29%
OCCASIONALLY
20%
FREQUENTLY
10%
ALWAYS
5%
41
Item 3: I underline the unknown words in a text with repeated frequency.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 5: UNDERLINE THE UNKOWN WORDS
CATEGORY FREQUENCY PERCENTAGE
NEVER 51 28%
RARELY 41 23%
OCCASIONALLY 40 22%
FREQUENTLY 28 16%
ALWAYS 20 11%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 4: UNDERLINE THE UNKOWN WORDS
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 4, it can be noticed that pupils do not use strategies like underlining
unknown words frequently. This demonstrates a lack of interest in students in
increasing their vocabulary.
NEVER
28%
RARELY
23%
OCCASIONALLY
22%
FREQUENTLY
16%
ALWAYS
11%
42
Item 4: I underline, draw up diagrams or summarize in order to understand a reading
in English.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 6: READING STRATEGIES
CATEGORY FREQUENCY PERCENTAGE
NEVER 68 38%
RARELY 41 23%
OCCASIONALLY 32 18%
FREQUENTLY 25 13%
ALWAYS 14 8%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 5: READING STRATEGIES
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 5, it is shown that the 38% of students do not present interest in
understanding a reading in English, while the 8% of students underline, draw up
diagrams and summarize text in order to understand it.
NEVER 38%
RARELY 23%OCCASIONALLY
18%
FREQUENTLY 13%
ALWAYS 8%
43
Item 5: I read in English frequently.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 7: READ IN ENGLISH
CATEGORY FREQUENCY PERCENTAGE
NEVER 52 29%
RARELY 51 28%
OCCASIONALLY 32 18%
FREQUENTLY 26 14%
ALWAYS 19 11%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 6: READ IN ENGLISH
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 6, the majority of students expressed that they do not enjoy reading in
English. As a result the development of the reading skill is affected. Only the 11% of
students showed interest in English readings.
NEVER
29%
RARELY
28%
OCCASIONALLY
18%
FREQUENTLY
14%
ALWAYS
11%
44
Item 6: I am able to correctly answer questions from previously read texts.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 8: ANSWER QUESTIONS FROM PREVIOUSLY READ TEXTS
CATEGORY FREQUENCY PERCENTAGE
NEVER 45 25%
RARELY 38 21%
OCCASIONALLY 40 22%
FREQUENTLY 32 18%
ALWAYS 25 14%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 7: ANSWER QUESTIONS FROM PREVIOUSLY READ TEXTS
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea Comment:
In the graphic 7, it is indicated that most of the students are not able to answer
questions about previously read texts, which shows that students have a deficit in
reading comprehension and the principal reason it is their poor vocabulary
knowledge.
NEVER
25%
RARELY
21%OCCASIONALLY
22%
FREQUENTLY
18%
ALWAYS
14%
45
Item 7: I strengthen my vocabulary learned through readings in the English language
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 9: I STRENGTHEN MY VOCABULARY
CATEGORY FREQUENCY PERCENTAGE
NEVER 50 28%
RARELY 30 17%
OCCASIONALLY 44 24%
FREQUENTLY 26 14%
ALWAYS 30 17%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 8: I STRENGTHEN MY VOCABULARY
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 8, it is presented that 28 % of students do not strength their
vocabulary through readings, students do not put in practicing the new vocabulary
learned and with the time they forget all the new words learnt.
NEVER
28%
RARELY
17%OCCASIONALLY
24%
FREQUENTLY
14%
ALWAYS
17%
46
Item 8: when I read in English, I can understand all the new vocabulary I find in a
reading.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 10: I UNDERSTAND ALL WORDS FROM A READING
CATEGORY FREQUENCY PERCENTAGE
NEVER 52 29%
RARELY 47 26%
OCCASIONALLY 33 18%
FREQUENTLY 28 16%
ALWAYS 20 11%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 9: I UNDERSTAND ALL WORDS FROM A READING
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
In the graphic 9, it is indicated that only the 20 students can understand all the new
vocabulary that they find in a reading however the 52 students are not able to
comprehend the new vocabulary in a reading as a result, their reading
comprehension is not carry out successful.
NEVER
29%
RARELY
26%
OCCASIONALLY
18%
FREQUENTLY
16%
ALWAYS
11%
47
Item 9: I believe my level of reading comprehension is appropriate.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 11: LEVEL OF READING COMPREHENSION
CATEGORY FREQUENCY PERCENTAGE
POOR 34 19%
BELOW AVERAGE 58 32%
AVERAGE 45 25%
ABOVE AVERAGE 19 11%
EXCELLENT 24 13%
TOTAL 180 100%
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 10: LEVEL OF READING COMPREHENSION
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
58 students expressed that their level in reading comprehension is below average
set in Eighth Grade against 24 students who said that their level is excellent, it
means that most of them are not able to comprehend a reading or short text.
POOR
19%
BELOW
AVERAGE
32%
AVERAGE
25%
ABOVE
AVERAGE
11%
EXCELLENT
13%
48
Item 10: The activities that are carried out in classes to improve reading
comprehension are entertaining.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 12: ACTIVITIES
CATEGORY FREQUENCY PERCENTAGE
POOR 27 15%
BELOW AVERAGE 49 27%
AVERAGE 38 21%
ABOVE AVERAGE 36 20%
EXCELLENT 30 17%
TOTAL 180 100%
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 11: ACTIVITIES
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
The following item of this survey demonstrates at the majority of students think that
the activities are carried out in class do not improve their reading comprehension, it
means that the activities do not engage their attention to development of reading
comprehension.
POOR
15%
BELOW
AVERAGE
27%
AVERAGE
21%
ABOVE
AVERAGE
20%
EXCELLENT
17%
49
Item 11: I consider that my vocabulary in the English language is…
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 13: VOCABULARY LEVEL
CATEGORY FREQUENCY PERCENTAGE
POOR 48 27%
BELOW AVERAGE 54 30%
AVERAGE 50 28%
ABOVE AVERAGE 18 10%
EXCELLENT 10 5%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 12: VOCABULARY LEVEL
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
54 students considered that their vocabulary in English language is below average
and only 10 students expressed that their knowledge in English vocabulary is
excellent which means that there is a lack of knowledge of vocabulary in learning
English.
POOR
27%
BELOW
AVERAGE
30%
AVERAGE
28%
ABOVE
AVERAGE
10%
EXCELLENT
5%
Graphic N° 11
50
Item 12: I understand the main idea of a text in English when I read.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 14: UNDERSTANDING THE MAIN IDEAS OF A TEXT
CATEGORY FREQUENCY PERCENTAGE
POOR 42 23%
BELOW AVERAGE 71 40%
AVERAGE 36 20%
ABOVE AVERAGE 18 10%
EXCELLENT 13 7%
TOTAL 180 100%
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 13: UNDERSTANDING THE MAIN IDEAS OF A TEXT
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
71 students considered that their reading comprehension is below average, most of
them neither are able to extract the main ideas of a reading, nor figure out the
meaning by context. This confirms that there is a difficulty in the learning of
development of the reading comprehension from students of Eighth Grade.
POOR23%
BELOW AVERAGE
40%
AVERAGE20%
ABOVE AVERAGE
10%
EXCELLENT7%
51
Item 13: I consider it necessary to implement more activities to reinforce my vocabulary.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 15: IMPLEMENTATION OF MORE ACTIVITIES
CATEGORY FREQUENCY PERCENTAGE
STRONGLY DISAGREE 31 17%
DISAGREE 21 12%
UNDECIDED 34 19%
AGREE 39 22%
STRONGLY AGREE 55 30%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
GRAPHIC 14: IMPLEMENTATION OF MORE ACTIVITIES
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School Authors: Cajo Deisy, Mora Andrea
Comment:
This item shows that 55 students strongly agree and 39 agree on implement more
activities which let them reinforce their vocabulary. Consequently, the results
demonstrated that is necessary to implement a system of activities to practice and
improve the vocabulary.
STRONGLY
DISAGREE
17%
DISAGREE
12%
UNDECIDED
19%AGREE
22%
STRONGLY
AGREE
30%
52
Item 14: I believe readings can help me increase my vocabulary in the English language.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 16: READING HELPS INCREASE MY VOCABULARY
CATEGORY FREQUENCY PERCETAGE
STRONGLY DISAGREE 11 6%
DISAGREE 24 14%
UNDECIDED 33 18%
AGREE 42 23%
STRONGLY AGREE 70 39%
TOTAL 180 100%
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School. Authors: Cajo Deisy, Mora Andrea
GRAPHIC 15: READING HELPS INCREASE MY VOCABULARY
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School. Authors: Cajo Deisy, Mora Andrea.
Comment:
70 students strongly agree that readings help them to increase their knowledge in
vocabulary and just 11 students strongly disagree. In a reading there are enough
unknown vocabulary they have to learn. It means that through reading and text they
can obtain new vocabulary in English language.
STRONGLY
DISAGREE
6%DISAGREE
14%
UNDECIDED
18%
AGREE
23%
STRONGLY
AGREE
39%
53
Item 15: I consider that the vocabulary favours my understanding of the readings in
the English language.
Sample: 180 Students Class: Eighth Grade of General Basic Education
CHART 17: VOCABUALRY FAVOURS THE UNDERSTANDING OF THE READING
CATEGORY FREQUENCY PERCETAGE
STRONGLY DISAGREE 15 8%
DISAGREE 18 10%
UNDECIDED 31 17%
AGREE 48 27%
STRONGLY AGREE 68 38%
TOTAL 180 100% Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School. Authors: Cajo Deisy, Mora Andrea
GRAPHIC 16: VOCABUALRY FAVOURS THE UNDERSTANDING OF THE READING
Source: Eighth Grade of Education General Basic from Vicente Rocafuerte High School. Authors: Cajo Deisy, Mora Andrea
Comment:
The majority of the students considered that the vocabulary is really important in the
development of reading comprehension, it helps to develop their linguistic
competences, especially the reading comprehension. That means that they need to
know the meaning of the words to understand easily a text in English language.
STRONGLY
DISAGREE
8%DISAGREE
10%
UNDECIDED
17%
AGREE
27%
STRONGLY
AGREE
38%
54
CHAPTER IV
THE PROPOSAL
4.1 PROPOSAL TITLE
Design of a system of activities focused on vocabulary for reading comprehension
4.2 JUSTIFICATION
According to the results obtained from collecting information through the
investigation instruments, it was revealed than students of Eight year of General
Basic Education from Vicente Rocafuerte High School need to improve their reading
comprehension skill. The interpretation of the data revealed that there are
deficiencies in reading comprehension, which is relate to the lack of vocabulary. This
research project recommends the design of a system of activities focused on
vocabulary for reading comprehension.
It was determined that the difficulty that students have in reading
comprehension is caused due to the deficit in their vocabulary and the little reading
material used in class. These reasons make it possible to recommend the design of
a system of activities focused on vocabulary in order to solve the problem that
present these students.
4.3 OBJECTIVES
4.3.1 GENERAL OBJECTIVE
To promote the development of reading comprehension through vocabulary
55
4.3.2 SPECIFIC OBJECTIVES:
To understand different types of texts adapted to the A 1.1 level.
To use reading as a means to expand the vocabulary
To increase students' interest in reading.
4.4 THEORETICAL ASPECTS
4.4.1 Pedagogical aspect
The present project has taken into account the reading strategies proposed by
Alder, because it encourages students to make sense of what they read using useful
strategies in order to improve their reading comprehension skill. In this proposal, one
will be able to observe the use of these strategies.
On the other hand, this project found it convenient to incorporate the stages of
reading development that specify what the reader is capable of doing at each stage
and the appropriate type of book. Thus, this proposal considers necessary to take
into account what stage the students are in Eight year, which is level A1.1
4.4.2 Psychological aspect
This research project presents a variety of cognitive skills that are using in the
Reading comprehension process. These cognitive skills help students to be good
readers, for this proposal, the activities that students will use are focused in
improving reading comprehension and the use of cognitive skill will be involved.
56
In addition, students will increase their vocabulary because they will be exposed to
readings where they will learn new words in both intentional and incidental way.
4.4.3 Sociological aspect
In the process of Reading comprehension there are many strategies that
encourage to students to work in group and share their ideas with other. Reading is
a bridge that allows students to express their opinions, feelings and thoughts.
Reading helps students to increase their vocabulary; the new words learned
from reading texts are called receptive vocabulary, this investigation proposal will
improve the learning of receptive vocabulary which in turn will allow students to
better understand the reading activities.
4.4.4 Legal aspect
The present proposal is supported by different legal documents such as
Constitution of Republic of Ecuador, National Curriculum Guidelines, the National
Development Plan and the Organic Law of Intercultural Education.
Specifically, this proposal takes in account the National Curriculum Guidelines
that establish that all the students on the A1.1 level must to be able to understand
and identify very simple informational texts such as labels, messages, postcards and
catalogs. Picking up familiar names, words, and basic phrases.
57
4.5 FEASIBILITY OF THE PROPOSAL
4.5.1 Financial
This proposal does not require a high budget to be implemented, the
researchers will carry out with the all the necessary expenses for making it a fact, if
teachers require further material this system of activities they will not have any
problem because this proposal might be photocopied according to students
necessity.
4.5.2 Technical
This investigation proposal, it is a printed system of activities. It does not
include any technological resources. However, teachers can incorporate any kind of
resources that they consider necessary to enhance learning.
4.5.3 Human
In this proposal, the human resources such as researchers, teachers, tutors,
director, coordinator, and students that collaborated with this project cannot be
omitted, as they provided the necessary input to achieve this research work.
4.5.4 Legal
This proposal it is legally feasible because it is supported by several legal
arguments from National Plan for Good Living, Organic Law of intercultural
education and the Republic of Ecuador's Constitution, which strengthens this
58
proposal in order to benefit the students of Eight year from Vicente Rocafuerte High
School to develop their maximum level in reading comprehension skill.
4.6 DESCRIPTION OF THE PROPOSAL
The present system of activities pretends to support student’s development of
reading comprehension skill. The direct beneficiates are the students from Eighth
year of General Basic Education from Vicente Rocafuerte High School, this proposal
wants to change the opinion that students have toward reading.
This proposal will be divided into six units that will likewise contain two
activities each. These units will be aligned with the topics presented in the English
Student Book Level A1.1 provided by the Ministry of Education. Every activity on this
proposal is focused on helping students understand different topics and different
types of text, respecting the reading skill objectives established for the level A1.1
according to the Curriculum Guidelines.
Under this premise, students will work with activities that are aligned to their
level, with vocabulary and topics proposed in the student’s book. These activities are
directed to encourage students to understand basic information, recognition of main
ideas, comprehension of basic vocabulary, identification of characters and answering
questions.
To end with the description of this proposal, it is important to mention that the
application of this proposal can be at any time of the school year. On the other hand,
no extra materials are required for its application.
59
Read & Learn
English Vocabulary-based Activities for
the development of reading comprehension
Authors:
Mora Cabrera Andrea
Cajo Quishpillo Deisy
60
Content units:
Introduction ………………………………………………………………… 1
What is vocabulary? ……………………………………………………….. 2
Stages of the Reading Process …………………………………………. 3
Unit 1 People around us ……………………………………………….. 4
Activity 1: Personal information ……………………………………….. 5-6
Activity 2: May I introduce myself? …………………………………… 7-9
Unit 2 All about us ……………………………………………………... 10
Activity 1: The family ……………………………………………………... 11-14
Activity 2: The human body …………………………………………….. 15-18
Unit 3 Free time activities ……………………………………………… 19
Activity 1: Culture in mind ………………………………………………. 20-22
Activity 2: Monica's schedule ………………………………………….. 23-24
Unit 4 Street fashion …………………………………………………….. 25
Activity 1: What are you doing? ………………………………………… 26-28
Activity 2: My clothes ……………………………………………………... 29-31
Unit 5 Travel ………………………………………………………………. 32
Activity 1: The city ………………………………………………………….. 33-36
Activity 2: Travelling around the world ………………………………… 37-40
Unit 6 Daily routine ………………………………………………………. 41
Activity 1: My daily routine ………………………………………………... 42-45
Activity 2: Lifestyle …………………………………………………………. 46-49
Answer keys …………………………………………………………………… 50-60
61
This system of activities was created to help students of Eighth Grade of
General basic Education. This work can help them increase their vocabulary knowledge
which is one of the most important aspects for better understanding a reading.
This system of activities is called Read & Learn English. In it, you will find 6 units
that are divided into 2 activities each one. Students will be able to reinforce their
reading comprehension skills and increase their vocabulary through the activities
proposed within each unit. Moreover, it will be work three reading stages where
students will reinforce their vocabulary in pre reading, they will use their prior
knowledge and the picture for predicting about the reading. While reading, they will
use the new vocabulary in context for understanding the reading appropriately and
then in the after reading stage, they will reinforce their reading comprehension through
the activities proposed.
These units are aligned with the topics presented in the English Student Book Level
A1.1 provided by the Ministry of Education of Ecuador. Every activity helps students
understand different topics and different types of text, in relation to the reading skill
objectives established for the level A1.1 according to the Curriculum Guidelines.
Finally, the activities will allow teachers and students work using basic
information, recognition of main ideas, reinforcement of basic vocabulary,
identification of characters and answering questions which are comprised within the
objectives set by the Curriculum Guidelines.
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What is vocabulary?
Vocabulary is the knowledge of words and their meanings.
Vocabulary is divided into two types, receptive and productive
Receptive vocabulary is the words learned through reading texts.
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Stages of the reading process
Pre – reading
Activating prior knowledge and predicting what will happen from the pictures.
While reading
checking the vocabulary and looking for clues during the reading for understanding it better.
After-reading consolidating the new information to develop the comprehension activities.
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Activity 1: Personal information
Students will be able to…
Identify basic personal information and nationalities.
Pick up the main words and phrases. Perform reading activities about topic.
Vocabulary used:
Personal information. Nationalities. Personal profile.
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Pre-reading:
1. Complete the blanks with your information.
My name is …………………………………………………………………………………………
I am from ………………………………………………………………………………………….
I speak ………………………………………………………………………………………………
I live in ………………………………………………………………………………………………
I am ……………………………………. Years ………………………………………………….
My phone number is …………………………………………………………………………….
2. Look at the picture and guess what the reading is about.
While reading:
3. Read the text and match the characters with the pictures.
Hi! My name is Helena. I am from France. I am 17 years old. I am a student at Spancill hill secondary school, my favorite subject is Art. I live In Paris with my parents and my sister.
My dad’s name is Roberto, he is from England. He is sociable, he has a lot of friends. He is a writer and he is 42 years old. My mom’s name is Amy. She is from Canada. She is a teacher and she is 36 years old.
My sister´s name is Amelia and she is 5 years old.
3
4
2
1
UNIT
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4. Read again and circle the correct option.
A. Roberto is from B. Helena lives in C. Amy is
France Milan 17 years old
Chile Paris 42 years old
England Madrid 36 years old
After- reading:
5. Read the text and write T (true) or F (false) next to each statement.
A. Roberto is brother of Helena. _____
B. Helena is 18 years old. _____
C. Amy is a doctor. _____
D. Amy is from Canada. _____
6. Complete the following chart.
Name
Age
Country
Personal information
UNIT
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Activity 2: May I introduce myself?
Pre-reading:
1. Find the following words.
2. Write the words in the correct order.
A. Canada from I am
______________________________________________________
B. name What your is ?
______________________________________________________
C. are you How ?
______________________________________________________
G O O D M O R N I N G K L D J R H A M B U K I G H J G J P J K K H S W O L U S S K F F D E R M O R B I S J J N E D L S D R Y U U E J Y H I V U N R T K B T O I Y H T U I H O D M U G F I G W G G T C I S A U B E C D S H I D O P Y Y D O K B A T K O O K E U E U U N I T N H J J K G J R K L O T K K S Y S R L Y H F G T R G I V Y U O P J A D S O T G R F U M E
HI
GOOD MORNING
GOOD NIGHT
BYE
SEE YOU SOON
THANK YOU
UNIT
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While reading:
3: Read and underline all the words found in the word search.
Good morning Carla, how are you today? I hope you are ok, I am writing you because I want to be your friend, let me introduce myself, my name is David McDonald, I am a dentist, I am from Canada and I am 28 years old. In my free time I love to play football and watch TV. I cannot wait to meet you.
See you soon
David
Hi, I am Jason Parker, let me introduce myself, I am 25 years old. I am from UK, I live in London and I am a businessman, how about you? , what is your name? Where are you from?
Thank you for your response in advance
Good bye
4. Read and complete the sentence. Write David or Jason in the spaces.
A. __________ is 28 year old.
B. __________ is from UK.
C. __________ loves to play football.
D. __________ is 25 years old.
E. __________ is from Canada.
F. __________ is a businessman.
UNIT
1
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After-reading:
5: complete the sentences with information from the text.
a) David writes to Carla because he wants to be her ____________________
b) Jason is a _____________________
c) David’s favorite sport is the __________________
d) Jason’s last name is __________________
6. Read and complete the information of David and Jason.
Name: ____________________________
Age: ______________________________
Country: __________________________
Hobby: ____________________________
Name: ____________________________
Age: ______________________________
Country: __________________________
City: ______________________________
David
Jason
UNIT
1
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Students will be able to…
Talk about their member’s family
Ask and answer questions about
physical description
Describe people’s appearance
Vocabulary used:
Physical Appearance
Parts of the Body
Family members
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Activity 1: the family
Pre- reading:
1. Look at the pictures and complete the chart.
Guess who is who?
Mem
bers
of
the
fam
ily
--------------------- --------------- --------------- --------------- -------------- ----------------
Phy
sica
l ap
pare
ance
s
*Chubby *Bald *Round face *Big and black ayes *Medium height
*Young *Short *Short and, brown hair *Small and green eyes
*beautiful *Tall *Slim *Long, straight hair *Blue eyes *Small nose *Long face
*Old *Medium height *Fat *Short and white hair *Round face
*Tall *Thin *Short and curly hair *Black ayes *Small nose
*Handsome *Tall *Well-built *Curly and brown hair *Black ayes
Cousin
Cousin
Grandpa/Husband
Grandma/wife
Brother Sister/Daugther
mother
Father
Uncle
Aunt
Son
Siblings
UNIT 2
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2. Fill the crossword and complete the vocabulary.
Across Down
2. Gr__ __ __p__ 1. G__ a__ __ m__
7. H__ s__ __ __ d 3. A__ __t
9. S__ __ __ __r 4. F__t__ __ __
10. U__ c ___ ___ 5. C__us__ __
11. W__ f __ 6. M__ __ __ __r
12. Y__ __ __g 8. B__ __ __h __ __
15. O __ __ |4. B __ __ d
16. S __i __ 18. C __ __ l __
17. T __ __ l 19. Sh__ __ t
20 F__ T 13 C__ __ b__ y
20
1
12
3
6 2
16
5
19
15
4
8
7
9
17
10
14
11
13
18
UNIT 2
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While reading:
3. Read the text and complete the spaces with these sentences.
a) He likes cooking and soccer.
b) He is chubby and he has blonde hair.
c) but, she does not work at my school.
d) She is pretty and thin.
e) I am athletic
My family
There are five people in my family. My mother’s name is Frances, but everyone calls her Fran for short. She is tall with red hair. She is a teacher (1) ____________________
My father is named Alan. He works in a big computer company. (2)________________________________sometimes he cooks and plays soccer with my brother. He is handsome.
I am 12 years old, and my name is Josie. I go to kendall middle school. I am tall and I have long hair, (3) _____________________ I also like music and computer games.
My brother Jack is eight years old, and he goes to Hillgate elementary school. (4)__________________________ . My grandmother lives with us too. Her name is Caroline. She is 62 years old. (5) ________________________________________.
4. Read the text and match the descriptions with the pictures.
1 2 3 4 5
UNIT 2
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After- reading:
5. Read the text again and match the words with the definitions.
1.Handsome a) a person with little height. (ant. tall)
2.Athletic b) attractive, usually for women. (ant. ugly)
3.Chubby c) strong, active in sports. (ant. out of shape)
4.Pretty d) an overweight person. (ant. thin)
5.Short e) an attractive man. (ant. ugly)
6. Read and complete the mind map.
Josie's family
_________
_________
Jack
Josie
Alan
He
is___________
____________
_
She is 62 years old. She is
pretty and ____
She is a
teacher.
She_________
___________
____________
____________
____________
____________
____________
____________
_______
UNIT 2
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Activity 2: The human body
Pre-reading:
1. Look at the title of the text and the picture. What do you think this text is about?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Find the words and place them in the picture below.
W G E N A I L D J C S C B M L E T
R O S S H E A D K K N V O I D E O I E L F Y B S O C E T A T F J V M
S D K A J G R E O N O S E J D D A
T V I H A I R R K Z E T V I A J C O U L D D L U M C M Z X G A K B H
H T A J L T S H O U L D E R E L U I O L M O U T H Z J R S O M O E Z
D E J D U S U L R U K S J I E G M
L Y S A N K L E B I N G A E F O J V K P U R L C A G T E R N O L S P
G O O E L B O W J K K V X R Z Y R A G T I N L P U V T U O A I U K S R U V K D O D F Ñ C E R A G E T N
UNIT 2
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While reading:
3. Read and underline the body parts.
The human body
The principal parts of the human body are the head, the trunk and the limbs.
We have hair on the head. Inside the head,we have the brain. We think with our
brain. Between the forehead and the eyes, we find the eyebrows. We see with our
eyes. Between the eyes and the mouth, we see the nose.The mouth has lips, teeth
and tongue. On both sides of the head, we find the ears. The neck joins the head
to the trunk.
We have four limbs: two arms and two legs.
The principal parts of the arm are: the shoulder, the elbow, the wrist and the hand.
The hand has five fingers: the thumb, the fore-finger, the middle-finger, the ring-
finger and the little-finger. The fingers have nails The principal parts of the leg are:
the thigh, the knee, the shin, the calf, the ankle, the foot the toes
16
UNIT 2
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We have five senses: sight, hearing, taste, smell and touch.
4. Match the words with the pictures.
After reading:
5. Answer the following questions from the text.
A. How many limbs do we have? B. What do fingers have?
Five teeth
Four eyes
Seven nails
1) head 2) toes 3)knee 4)back 5)eyes 6)ear 7)mouth 8)nose 9)arm 10)leg 11)neck 12)hand 13)teeth 14)foot 15) belly 16)tongue 17)finger 18)hair 19)shoulder 20)cheeks
UNIT 2
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C. What do we have inside the head? D. How many senses do we have?
Hair Eight
Brain Five
Forehead Six
6. Find the odd word out and cross it out.
A. The principal parts of the arm are: the shoulder, the hair, the wrist and the
hand.
B. The principal parts of the leg are: the thigh, the knee, the shin, the arm, the
ankle, the foot the toes
C. The hand has five fingers: the forehead, the fore-finger, the middle-finger, the
ring-finger and the little-finger.
D. The principal parts of the human body are: the head, the leg and the limbs.
E. The mouth has: lips, fingers and tongue.
UNIT 2
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Students will be able to...
Talk about schedules
Ask for and give dates and time
Vocabulary used
Months of the year Words relates to festivals, days, and
time
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80
Activity 1: Culture in mind
Pre-reading:
1. Look at the picture and answer the questions. Then read the text and check your ideas.
What are the people doing?
Do you know this celebration?
Which country do you think is represented here?
How many days does the carnival last?
2. Fill in the blanks to complete the word.
P __ R A __ E C__ __ T U __ E __
F __ __ A T __ B __ A D __
UNIT 3
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While reading:
3. Read the text. Write these phrases in the correct space.
a) get dressed for the parade.
b) I am really looking forward to it.
c) I am a blue bird, and Taylor is a green parrot.
d) in our dance group
e) collect lots of beads.
f) and Mardi Gras is always on Tuesday.
g) through the streets.
Mardi Gras
Next week, my friend Taylor and I are going to be in a dance group at Mardi Gras. It is a huge carnival in Louisiana with costumes, music and dancing. It is usually in February every year, and it is always fantastic. It is like a big street party in New Orleans. The carnival goes on for about twelve days before Mardi Gras (1) _________________________________. Everybody sings and dances in the street. Decorated trucks called floats drive down the streets with bands and dancers in amazing costumes. They throw beads and other things to the people watching the parade. People try to (2) _______________________________.
Taylor is coming over to my house fairly early on Tuesday. Then we are going to (3) ____________________________________ at Mei Lin´s house. Mei Lin is a really smart woman, and she is making the costumes for all the people (4) ___________________. Our costumes are amazing (5) ____________________________________. At one o clock, we are going to get on the float with the band, and we are going to parade (6) _______________.
We are going to sing and dance, and the band is going to play Cajun music. Thousands of people are going to watch us! My parents are going to be there, of course. I am a bit nervous, but (7) _______________________________________________.
UNIT 3
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4. Read the text again and check YES or NO.
After reading:
5. Circle the numbers of two activities that people DON’T do during Mardi Gras carnival.
a) Writing letters to each other
b) Wearing costumes
c) Lighting candles
d) Dancing
e) Decorating trucks
6. Answer the following questions from the text.
What is the carnival name?
Where does this event take place?
What kind of music can you hear at the carnival?
What do people do?
How many people participate in this carnival?
YES NO
The Mardi Gras carnival is celebrated in Brazil
In Mardi Gras carnival people wear costumes
This carnival is usually in March
People watch the parade
UNIT 3
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Activity 2: Monica's schedule
Pre- reading:
1. Arrange the months of the year in proper order by writing numbers.
May February
July December
September
January March
June
April October
August
November
2. Fill the blanks with the correct answers.
A) I come between August and October. I am ______________
B) I come after January. I am ________________
C) I come before March. I am _________________
D) I come after April. I am __________________
While reading:
3. Read and underline the months of the year in blue, the days of the week in red and the time in orange.
UNIT 3
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Monica's schedule
In my country, the school year begins in February. My school day starts at 8:40, so I
get up at 7 o’clock. That is fine when the weather is nice, but it is not so good in
winter. There are usually seven lessons a day, but on Wednesday we always have
sport in the afternoon, school finishes at 3:45, but on Thursday I stay until 5 o’clock
to practise netball with the junior team. We have our long holiday in summer, it
begins in December and I usually go away with my family for two weeks in January.
4. Complete the chart by writing the words in the appropriate column.
Months of the year Days of the week Times
After- reading :
5. Choose the correct answer to complete the sentence.
a) School year begins in: April / September / February
b) Monica gets up at: 7 o’clock / 8: 40 / 3:45
c) She stays until 5 o’clock on: Thursday / Friday / Monday
6. Are the following statements true or false? Justify.
a) Monica usually has 7 lessons a day. T / F ______________________________________
b) The school always finishes at 3:45. T / F ______________________________________
UNIT 3
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Welcome to Unit #4 Street fashion
Students will be able to….
Describe what people are wearing
Express what activities are doing
Vocabulary used
Words related to Clothes and Street activities
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Activity 1: What are you doing?
Pre-reading:
1. Match the activities with the pictures. Write the correct pictures letter next to
each activity.
1) Listening to music ______
2) Eating ______
3) Running ______
4) Skating _______
5) Walking the dog ______
6) Talking on the phone ______
7) Reading a comic _____
8) Playing _____
9) Writing a letter ______
10) Riding a bike ______
2. Complete the sentences with the activities from the box.
A B C D E
F
G
H
I
J
Running - Reading - skating - writting
UNIT 4
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a) I love _____________ comics.
b) Mario is ______________ in the park.
c) Andrew is ______________ a letter for his friend.
d) They are participating in a ___________ competition.
While reading:
Dear Sophia, How are you? How is London? I am having a very good time in New
York. It’s Sunday and it’s sunny and warm. Now it’s ten in the morning and we are in
Central Park. I am sitting under a tree, I am listening to my radio… and I am writing
to you, of course.
My Canadian cousin Rosemary is here with us, she is reading a comic. She’s very
pretty. She’s tall and slim and she has got long wavy brown hair. Her parents are in
Toronto.
My father is reading The New York Times, an American newspaper. My mother is
playing with my little brother Jimmy on the grass and they are eating popcorn. There
are many people in the park. Some men are jogging, two girls are walking their dogs,
and an old man is skating! And he can do that quiet well.
We often come to this fantastic park, in this wonderful city because we are
relaxing here.
Love, Sarah
UNIT 4
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3. Complete the chart with information from the text.
Names Activities
Rosemary
Reading the New York Times
Sarah’s mom
I am sitting under a tree, I am listening
to my radio and I am writing to you.
4. Read the text. Check True or False for each statement.
a) Sarah is in a museum true / false
b) Her cousin is eating popcorn true / false
c) Sarah went to park on Sunday true / false
After reading:
5. Answer the following questions from the text.
a) What is the Sarah’s brother doing? _________________________________________
b) What is eating Sarah’s mother? _____________________________________________
6. Put the following events in the chronological order.
A She describes her cousin
B She goes to the park with her family
c She mentions the activities that her family is doing
UNIT 4
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Activity 2: my clothes
Pre- reading:
1. Match the names of the clothes with the pictures.
2. Read the text and underline all the words for clothes.
1 T shirt 2 Jeans 3 Jacket 4 coat 5 suit 6 trousers 7 pullover 8 leather shoes 9 boots 10 scarf 11 skirt 12shorts 13 gloves 14 dress 15 sneakers
UNIT 4
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While reading:
3. Read the text quickly and write a name under each picture.
My clothes
Fashion is always changing. Sometimes it’s difficult to know what is fashionable and what
isn’t! We talked to five young people about their ideas of ‘fashion’ and gave them a fashion
rating.
This is Simon. He’s wearing scruffy old jeans and a tight T-shirt. Simon
says he likes comfortable old clothes – he isn’t interested in fashion. In
the summer he wants to feel cool, so he wears thin shirts and he never
wears jackets or coats.
What about Tara? She’s wearing a formal suit. Tara likes fashion,
but she works in an office, so she can’t wear fashionable clothes
very often. She likes formal clothes because she looks slim in
them.
Danny’s from Canada. It’s very cold in the winter in Canada, so Danny often wears
thick wool pullovers and warm jackets. He likes fashionable clothes but he wants to
be comfortable and warm! Today he’s wearing a grey jacket, smart brown trousers
and leather shoes. Danny is young but we think he looks middle-aged!
A
A
a
B
C
UNIT 4
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4. Match the clothes with the people in the pictures A- C
Leather shoes___ Suit ___ Jeans___ Jacket ___
T shirt ___ Trousers ___ Sneakers ___ Sunglasses ___
After reading:
5. Read the text again and complete the sentences.
a) __________ does not like feeling hot.
b) __________ does not like cool, thin clothes.
c) _________ likes clothes for the office.
6. Put the letters in the correct order to make words for clothes. Write the words
on the pictures.
Osehs tkejac risht anjes
UNIT 4
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Welcome to Unit 5 Travel
Students will be able to…
Identify the different places within a reading.
Know about touristic cities. Talk about cities near their home. Perform reading activities about
topic.
Vocabulary used:
Words related to tourists cities.
Words related to places of the city and professions.
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Activity 1: The city Pre- reading:
1. Look at the picture. Circle the places that are near your house and write them down.
__________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
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2. Arrange the letters in the correct order to make a word.
OCTRDO: __ __ __ __ __ __
ALMMINA: __ __ __ __ __ __ __
RANATSETUR: __ __ __ __ __ __ __ __ __ __
PUMASERRTKE: __ __ __ __ __ __ __ __ __ __ __
KPAR: __ __ __ __
TORAPRI: __ __ __ __ __ __ __
SUB RIVERD: __ __ __ __ __ __ __ __ __
UNIT 5
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While reading:
3. Read the text and circle the words related to places in the city.
The city
In the picture of the city there
are buildings. On the right there
is the airportand on the left
there is a school. Three streets
are wide and the sidewalks are
narrow. There is a taxi, a car, a
bus and a truck on the streets.
The taxi driver is a man. Two children are in front of the school. In the school
works teachers.An Old man is at the bookstore and an old woman is at the
supermarket. There is a restaurant between the supermarket and the office
building. The waiter and the waitress are the restaurant. A policeman is on a
motorcycle in front of the bank.
The cinema is beside the bank. A couple is are at the cinema. The hotel is a large
building and beside it there is a park. There is a post office on the corner of Collins
Street and Hall Avenue. A mailman is in front of the post office. There is a
hospital beside the post osffice. There are doctors and nurses at the hospital.
UNIT 5
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4.Find places and professions from the reading and clasify them.
After- reading:
5. Match the words 1-6 with their definition.
a. A large area of grass, often in a town. Where people can walk and enjoy themselves.
1. PARK
b. Someone whose job is to drive a bus.
2. HOSPITAL
c. Someone whose job is to teach in a school or college.
3. BUS DRIVER
d. A large shop which sells most types of food and other goods needed in the home.
4. HOTEL
e. A building where you pay to have a room to sleep in.
5. SUPERMARKET
f. A place where people who are ill or injured are treated and taken care of by doctors and nurses
6. TEACHER
6.Extract the sentences from the readign which mention the following words.
a) Nurses: _____________________________________________
b) Bookstore: ___________________________________________
c) Cinema: _____________________________________________
d) Policeman: ___________________________________________
e) Truck: _______________________________________________
Places Professions
UNIT 5
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Activity 2: Travelling around the world.
Pre-reading:
1. Look at the pictures and put the correct letter.
a. Paris b. New York c. Acapulco d. London
UNIT 5
1
4
3
2
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2. Match the word with the correct picture
Church
Cruising
seaside
Royal family
Modern city
UNIT 5
1
2
3
4
5
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While reading:
3.Underline the main idea of each paragraph.
4. Read the text and write the name of each city.
a) --------------------------------------
A very modern city in the USA, it is called the Big Apple or The City that Never Sleeps. Nearly 9 million people live here. There are hundreds of of skyscrapers in its centre and beautiful parks as well. The most famous one is Central Park. You may see many film stars in this city!
b) --------------------------------------
The city of love and romancel Couples on honeymoon adore this city. Cruising down the river Seine is a truly romantic programme. Woman love this city for other reasons as well, it is often referred to as te European capital of fashion.
c) --------------------------------------
This city is the home of the world’s most famous royal family and most peple immediately associate to Buckingham Palace when they hear Queen Elizabeth II. The beautiful churches and museums here all tell us a lot about the city’s rich past.
d) -------------------------------------
One of the most popular seaside resorts in Mexico and worldwide as well. Elvis Presley shot one of his many fims here “Fun in Acapulco”.
Lots of sunshine, beautiful beaches, modern hotels: this place really offers an unforgettables holiday!
1. Paris
4. Acapulco
2. New York
3. London
UNIT 5
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After- reading:
5. Put in order the letters and complete the crossword.
Down Across
1. MHICBUKNGA 2. ELPAPGIB
4. EISEDAS 3. EMANCOR
5. EVLO
6. Answer the following questions.
a) What are the main caracters of each city?
Paris: ___________________________________________________________
London:_________________________________________________________
Acapulco:_______________________________________________________
New York:_______________________________________________________
b)How many people live in New york?
nearly 9 million people / nearly 8 million people / nearly 10 million people
c)Where did Elvis Presley shoot one of his many films?
New york / Acapulco / London
1
4
T
3 R
A
V
E
2
L
5
I
N
G
UNIT 5
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Welcome to Unit #6 Daily routine
Students will be able to…
Understand texts about daily routines and lifestyle.
Comprehend words and phrases to describe a daily routine.
Complete activities about the topic.
Vocabulary used:
Words related to routines. Words related to lifestyle and
personality.
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Activity 1: My daily routine
Pre-reading:
1. Match the actions with the pictures.
Put in order these actions and use them for describing your daily routine.
Get up: ____
Take a shower: ____
Have a breakfast: ____
Have lunch: ____
Go to school: ____
A __
___
/
do
exer
cise
/
go
to
scho
ol
/
go
to
bed
T
a
k
1) Play 2) Do exercise 3) Go to school 4) Go to bed
5) Take a shower 6) Brush your teeth 7) Have breakfast
8) Study 9) Go to the bathroom
42
B __
___
/
do
exer
cise
/
go
to
scho
ol
/
go
to
bed
T
a
k
C __
___
/
do
exer
cise
/
go
to
scho
ol
/
go
to
bed
T
D __
___
/
do
exer
cise
/
go
to
scho
ol
E __
___
/
do
exer
cise
/
go
to
UNIT 6
F __
___
/
do
exer
cise
G __
___
/
do
exer
cise
/
go
H __
___
/
do
exer
cise
/
go
to
scho
ol
/
go
I __
___
/
do
exer
cise
/
go
to
scho
ol
/
go
to
bed
T
a
103
Wake up: _____
Do homework: _____
Go to bed: ____
Brush your teeth: ____
Go home: ____
Have dinner: _____
Watch TV: _____
_____________________________________
_____________________________________
_____________________________________
_____________________________________
___________________________________________________________
___________________________________________________________
_____________________________
UNIT 6
104
While reading:
3. Read the text and complete the spaces with the words from the box.
Hi, I’m Harry and I live in South Kensington, London. I start school at 9:00
AM so I do not (1) ______ early. I usually get up at 7:00 AM and (2) _________.
I have cereal for breakfast at 7:30 and go to school at 8:00 AM. I don’t (3)
_________ at home; I eat at school. I finish classes at 3:30 PM and (4) _______.
In the afternoon, I (5) _____________ and surf the Internet. My parents don’t
study. They have a clothing store. In the morning, they get up early and go to
work at about 7:00 AM. My mom and dad have lunch at home and then go
back to the store until 5:30 PM. We (6) _______ together but we don’t go to
bed at the same time. They (7) _______ at 11:00 PM and I at about 10:00 PM.
4. Complete the sentences using information from the reading.
a) I Finish___________________________
b) _______________________at 11 pm
c) They ____________early and _____________
d) I _______cereal for __________ at 7:30
UNIT 6
44
Take a shower / go home / have dinner / go to bed / get up
do homework / have lunch
105
After- reading:
5. Read the text again and find the mistake in each sentence.
a) I start school at 7 pm
b) I wake up at 7 am
c) I start classes at 3:30 pm
d) I have cereal for breakfast
6. Link with lines the following words.
DO
to home
a shower
GO
exercise
up
HAVE
a breakfast
to bed
GET
dinner
to school
TAKE
dressed
to work
UNIT 6
45
106
Activity 2: Lifestyle
Pre-reading:
1. Match the pictures with the sentences
1
3
UNIT 6
5
4
2
46
A) My children and my dogs are all my life
B) I eat vegetables for lunch
C) I practice sports
D) I write articles about dogs for my magazine Cesar ‘s Ways
E) I feed and train the dogs every day.
107
2. Find the following words in the word search.
While reading:
3. Read the text. Replace the activities in bold with your activities.
The Dog Whisperer
Hi! I’m Cesar Millan. I’m from Mexico but I live in Los Angeles, California. I’m
friendly and patient and I have a foundation: a dog psychology center with 40 dogs
approximately. I rehabilitate dogs because sometimes they are aggressive, lazy and
shy. I’m an energetic person. I practice sports and play with the dogs.
In my free time, I visit my children Andre and Calvin. They are lovely. We go for a
walk on the beach or go to the movies. Andre invites me to play video games and
Calvin usually watches a TV series and my program, of course! I love them so much.
My children and my dogs are all my life.
And my routine? First, I get up at 4:30 AM, take a shower and walk my dogs in the
morning. I don’t usually have a big breakfast, just fruit and orange juice. Then, I
walk to the Foundation with my favorite dog, Junior, and stay there until noon. I
feed and train the dogs every day.
S L O V E L Y O T D D I A T T N C E S A A A F Z O A E E T A L I R R Y H S V R E G K C E I L D N O E M I A E V E A E N E R G E T I C N I N T T P O N I B N D S A O N A T E V E K L C R E A T I V E R J Y I M M U I R B K L I R A G G R E S S I V E I S A E J N E C F C D O S N L O T B X U E I
UNIT 6
Lazy
Lovely
Talkative
Energetic
Shy
Aggressive
Friendly
Creative
patient
47
108
In the afternoon, I eat vegetables for lunch. I don’t eat junk food. Then, I go to
film my program The Dog Whisperer on Nat Geo channel until 5:00 PM. After that,
I return to the dog center and meet Michael Mattes, the Foundation’s designer. He
creates the Internet web pages. He is talkative and very creative.
I get home at about 6:30 PM and talk to my children on the phone. Then, I check
my agenda for the following day because I like organized schedules. After that,
from 7:30 to 9:00 PM, I write articles about dogs for my magazine Cesar’s Way.
Finally, I go to bed very tired at about 11:00 PM.
4. find and underline these words in the text. Classify them in the chart.
After- reading:
5. Answer the questions from the text.
a) Where is he from? Los Angeles / Mexico / Colombia
b) How is his personlality? friendly and patient / creative / lazy
c) what time does he go to the bed? At 9:00 pm / at about 11:00 PM
Positive
Negative
UNIT 6
Lazy – Lovely – Talkative – Energetic – Shy – Aggressive - Friendly
Creative - patient
48
109
6. Put in order the letters and and find the word.
D F Y E R N I L
I
E D
N T
E T P
F E
A
A
M E A G I
Z N
A G E G R I V S S E
UNIT 6
1
2
3
5
4
49
110
Answer key sheet Unit 1 – people around us
Activity 1: Personal information
Exercise 3
1. Helena
2. Amy
3. Amelia
4. Roberto
Exercise 4
A. England
B. Paris
C. 36 years old
Exercise 5
A. F
B. F
C. F
D. T
Exercise 6
Name: Helena, Amy, Roberto and Amelia
Age: 17, 36, 42, 5
Country: France, Canada, England, France
Activity 2: May I introduce myself’?
Exercise 2
A. I am from Canada
B. What is your name?
C. How are you?
Exercise 3
Good morning, see you soon, thank you, bye, hi
50
111
Exercise 4
A. David
B. Jason
C. David
D. Jason
E. David
F. Jason
Exercise 5
A. Friend
B. businessman
C. football
D. Parker
Exercise 6
1. Name: David MacDonald
Age: 28 years old
Country: Canada
Hobby: play football
2. Name: Jason Parker
Age: 25 years old
Country: UK
City: London
Unit 2 - All about us
Activity 1: The family
Exercise 1
Uncle
Brother
Mother
Grandpa/ husband
Father
Cousin
51
112
Exercise 2
1. Grandma
2. Grandpa
3. Aunt
4. Father
5. Cousin
6. Mother
7. Husband
8. Brother
9. Sister
10. Uncle
11. Wife
12. Young
13. Chubby
14. Bald
15. Old
16. Slim
17. Tall
18. Curly
19. Short
20. Fat
Exercise 3
1. C
2. A
3. E
4. B
5. D
Exercise 4
1. Frances
2. Jack
3. Caroline
4. Alan
5. Josie
Exercise 5
1. E
2. C
3. D
4. B
5. A
Exercise 6
Josie / she is 12 years old. I am tall and I have long hair
Alan / He is handsome. He likes cooking and soccer.
52
113
Caroline / She is 62 years old. She is pretty and thin
Jack / He is eight years old, He is chubby and he has blonde hair.
Frances / She is a teacher. She is tall with red hair.
Activity 2: the human body
Exercise 2
Hair
Neck
Foot
Stomach
Nose
Arm
Leg
Shoulder
Knee
Ankle
Toe
Elbow
Mouth
Face
Head
Nail
Exercise 5
A. Four
B. Nails
C. Brain
D. Five
Exercise 6
A. The hair
B. The arm
C. The forehead
D. The leg
E. Fingers
Unit 3- Free time activities
Activity 1: Culture in mind
Exercise 2
Parade
Costumes
Floats
Beads
53
114
Exercise 3
1. F
2. E
3. A
4. C
5. D
6. G
7. B
Exercise 4
F / T / F / T
Exercise 5
A ,C
Exercise 6
Mardi Gras
In Louisiana, New Orleans
Cajun music
People watch the parade
Thousands of people
Activity 2: Monica's schedule
Exercise 2
A. September
B. August
C. February
D. May
Exercise 4
Months of the year: February, December and January
Days of the week: Wednesday, Thursday
Time: 8:40, 7 o’clock, 3:40, 5 o’clock
54
115
Exercise 5
A. February
B. 7 o’clock
C. Thursday
Exercise 6
A. T
B. F, on Thursday I stay until 5 o’clock to practise netball with the junior team.
Unit 4 – street fashion
Activity 1: what are you doing?
Exercise 1
1. I
2. G
3. H
4. D
5. C
6. B
7. J
8. A
9. E
10. F
Exercise 2
A. Reading
B. Skating
C. Writing
D. Running
Exercise 3
Rosemary / she is reading a comic
Sarah’s dad / Reading the New York Times Sarah’s mom / she is playing with Jimmy Sarah / I am sitting under a tree, I am listening to my radio and I am writing to you.
55
116
Exercise 4
A. F
B. F
C. T
Exercise 5
A. Sarah’s brother is playing with his on the grass and
B. she is eating popcorn.
Exercise 6
A. 2
B. 1
C. 3
Activity 2: My clothes
Exercise 3
A. Tara
B. Danny
C. Simon
Exercise 4
Leather shoes B Suit A Jeans C Jacket B T shirt C Trousers B Sneakers C Sunglasses C
Exercise 5
A. Simon
B. Danny
C. Tara
Exercise 6
Shoes , jacket, jeans, shirt
56
117
Unit 5 – Travel
Activity 1: The city
Exercise 2
Doctor, mailman, restaurant, supermarket, park, airport, bus driver.
Exercise 4
Places: school, bookstore, supermarket, restaurant, bank, cinema, hotel, park, post office and hospital.
Professions: taxi driver, teacher, waiter, waitress, policeman, mailman, doctor and nurses.
Exercise 5
A. 1
B. 3
C. 6
D. 5
E. 4
F. 2
Exercise 6
A. There are doctors and nurses at the hospital.
B. An Old man is at the bookstore and an old woman is at the supermarket.
C. The cinema is beside the bank.
D. A policeman is on a motorcycle in front of the bank.
E. There is a taxi, a car, a bus and a truck on the streets.
Activity 2: Travelling around the world
Exercise 1
A. 4
B. 3
C. 2
D. 1
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118
Exercise 2
1. seaside
2. Royal family
3. Modern city
4. Churh
5. Cruising
Exercise 4
A. 2
B. 1
C. 3
D. 4
Exercise 5
1. Buckingham
2. Big apple
3. Romance
4. Seaside
5. Love
Exercise 6
A. Paris: The city of love and romancel, , it is often referred to as te European capital of fashion.
London: This city is the home of the world’s most famous royal family and most peple immediately associate to Buckingham Palace
Acapulco: Lots of sunshine, beautiful beaches, modern hotels
New york: A very modern city in the USA, it is called the Big Apple or The City that Never Sleeps
B. Nearly 9 million people
C. Acapulco
58
119
Unit 6 – Daily routine
Activity 1: My daily routine
Exercise 1
A. 7
B. 2
C. 3
D. 8
E. 1
F. 5
G. 4
H. 9
I. 6
Exercise 2
2, 3, 4, 8, 6, 1, 9, 12, 5, 7, 11, 10
Exercise 3
1. Get up 2. Take a shower 3. Have lunch 4. Go to home
5. Do homework 6. Have dinner 7. Go to bed
Exercise 4
A. I finish classes at 3:30 am
B. They go to bed at 11pm
C. They get up early and go to work
D. I have ceral for breakfast a 7:30
Exercise 5
A. I start school at 9:00 pm
B. get up at 7 am
C. I finish classes at 3:30 pm
D. I have cereal for breakfast
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120
Exercise 6
Go: to school/to work/ to bed /to home
Have: breakfast/ dinner
Get: dressed/ up
Take: a shower
Activity 2: lifestyle
Exercise 1
1. D
2. A
3. C
4. E
5. B
Exercise 4
Positive Negative
*patient *aggressive
*lovely *shy
*friendly *lazy
*energetic *talkative
*talkative
Exercise 5
A. Mexico.
B. He is friendly and patient.
C. At about 11:00 PM.
Exercise 6
1. Friendly
2. Patient
3. Feed
4. Magazine
5. Aggressive
60
CONCLUSION AND RECOMMENDATIONS Conclusion
This proposal can be considered a useful tool to improve the reading
comprehension skill of the students from the Eight Grade of General Basic Education
in order to achieve the appropriate required exit profile. All the activities suggest in
this investigation proposal will encourage students to read and help increase their
vocabulary knowledge. This new knowledge of vocabulary will help students
comprehend better the reading material.
Finally, this proposal might be a resource used to overcome the difficulties in
the reading comprehension in a more effective way.
Recommendations
Some of the recommendations that can be given are the followings:
• It is necessary that students reinforce their reading comprehension skill for be able
to develop the reading activities.
• It is recommended using more extra reading material to improve reading
comprehension in students.
• It suggests using didactic strategies for teaching vocabulary
• The researchers of this project recommend the use of a system of activities
focused on vocabulary for improving the development of reading comprehension skill
in the students.
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Reading rockets : http://www.readingrockets.org/article/seven-strategies-teach-students-
text-comprehension
Bachore, M. M. (4 de mayo de 2014). Cognitive Reading Strategy Training and Its Effects.
International Journal of Research, pág. 264.
Boyer, K. (15 de 05 de 2017). The Relationship Between Vocabulary and Reading Comprehension in
Third Grade Students. The Relationship Between Vocabulary and Reading Comprehension in
Third Grade Students. Maryland: MD Sodar. Obtenido de
https://mdsoar.org/bitstream/handle/11603/3895/BoyerKelsey_paper.pdf?sequence=1&isA
llowed=y
Constitution of the Republic of Ecuador. (2008). Contitucion de la Republica del Ecuador. Obtenido
de Contitucion de la Republica del Ecuador:
https://www.oas.org/juridico/pdfs/mesicic4_ecu_const.pd
EdD, M. L. (2008). open court reading . Recuperado el 9 de enero de 2019, de open court reading :
https://s3.amazonaws.com/ecommerce-
prod.mheducation.com/unitas/school/explore/sites/ocr/research-white-paper-
comprehension.pdf
Gaiman, N. (15 de 10 de 2013). Why our future depends on libraries, reading and daydreaming.
Support The Guardian.
García-Madruga, J. A.-V. (1 de junio de 2012). Reading comprehension and working memory's
executive processes. Recuperado el 3 de enero de 2019, de Reading comprehension and
working memory's executive processes: https://www.redalyc.org/pdf/647/64732551003.pdf
Gemsbacher, M. A. (31 de julio de 1991). LANGUAGE COMPREHENSION AS STRUCTURE BUILDING.
Recuperado el 9 de enero de 2019, de LANGUAGE COMPREHENSION AS STRUCTURE
BUILDING: https://apps.dtic.mil/dtic/tr/fulltext/u2/a243053.pdf
I.R., G. (1981). STYLISTIC CLASSIFICATION OF THE ENGLISH VOCABULARY . Recuperado el 9 de enere
de 2019, de STYLISTIC CLASSIFICATION OF THE ENGLISH VOCABULARY :
https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=9302
LOEI. (25 de agosto de 2015). https://educacion.gob.ec/wp-
content/uploads/downloads/2017/02/Ley_Organica_de_Educacion_Intercultural_LOEI_codif
icado.pdf. Recuperado el 20 de noviembre de 2018, de https://educacion.gob.ec/wp-
content/uploads/downloads/2017/02/Ley_Organica_de_Educacion_Intercultural_LOEI_codi
ficado.pdf: https://educacion.gob.ec/wp-
content/uploads/downloads/2017/02/Ley_Organica_de_Educacion_Intercultural_LOEI_codi
ficado.pdf
McNamara, D. S. (2006). reading comprehehnsion strategies . New Jersey: Lawrence Erlbaum
Associates.
Miller, C. P. (2004). Education word. Obtenido de education word :
https://www.educationworld.com/a_curr/profdev/profdev094.shtml
MOFAREH ALQAHTANI, K. K. (5 de 3 de 2015). THE IMPORTANCE OF VOCABULARY IN LANGUAGE.
International Journal of Teaching and Education Vol. III, pág. 26.
Pani, S. (junio de 2003). Reading strategy instruction. Recuperado el 9 de enero de 2019, de Reading
strategy instruction:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.472.9100&rep=rep1&type=pdf
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content/uploads/2016/03/Metacognition-and-self-regulated-comprehension-pressley.pdf
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Classrooms: Teacher Use of Reading Comprehension Strategies. Journal of Research in
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Code=ujrc20
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APPENDIXES
APPENDIX 1
APPENDIX 2
APPENDIX 3
VICENTE ROCAFUERTE HIGH SCHOOL
SURVEY APPLIED TO STUDENTS FROM EIGHT GRADE OF GENERAL BASIC
EDUCATION OF VICENTE ROCAFUERTE HIGH SCHOOL.
SCHOOL
INTERVIEW APPLIED TO THE TEACHER FROM VICENTE ROCAFUERTE
HIGH SCHOOL
CHECKING THE THESIS PROGRESS WITH THE ADVISER
Instruments of the investigation:
Interview questionnaire
Observation Guide
Survey
APPENDIX 4
UNIVERSIDAD DE GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL
SCHOOL OF LANGUAGES AND LINGUISTICS
INTERVIEW TO THE TEACHER
Teacher’s name: ___________________________________________________
Objective: To establish treatment given to the development of reading
comprehension.
Questions:
Are students able to recognize the key words to comprehend a reading?
What is the main difficulty that students present for comprehending basic readings?
What methods or strategies do you use for teaching reading?
What methods or strategies do you use to introduce a new vocabulary when
reading?
Are students able to extract the main ideas from a text?
How difficult it is for students to answer questions related to a previously read text?
What do you think about a system of activities focused on reading comprehension
development?
UNIVERSIDAD DE GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL
SCHOOL OF LANGUAGES AND LINGUISTICS OBSERVATION GUIDE
Institution: “Vicente Rocafuerte” High School Date: ___________
Teacher’s name: _______________________ Room:___________
Objective: To collect information about the teaching and learning process of Reading Comprehension in students of Eight Grade of Basic General Education.
Criteria
Yes
No
Sometimes
Observations
Students
Students are able to complete activities
from reading comprehension material
easily.
Students answer questions about the
reading.
Students understand all the words in
the text.
Students can understand the main idea
of the reading.
Students do the assigned read
comprehension activities.
Teacher
Teacher reinforces the previous and
new vocabulary before reading.
Teacher makes sure students
understand the objective of the reading
activity.
Teacher provides instructions to
students to perform the tasks correctly
Teacher asks questions about the
reading
The reading class involves didactic
material
Comments
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LUNGUAS Y LINGUISTICA ENCUESTA A LOS ESTUDIANTES
OBJECTIVE: La siguiente encuesta está destinada a examinar la comprensión lectora de los estudiantes de octavo grado de Educación Básica General del colegio Vicente Rocafuerte. Instrucciones: Lea cuidadosamente todas las preguntas y marque con una X en el cuadro que mejor se adapte a su respuesta.
N°
Statements Nunca 1
Rara vez 2
Ocasionalmente
3 Frecuentemente
4 Siempre
5
1 Cuando leo en inglés, soy capaz de entender todas las palabras del texto.
2 Uso el vocabulario del idioma inglés en mi vida diaria.
3 Subrayo las palabras desconocidas de un texto frecuentemente.
4 Subrayo, realizo cuadros explicativos, diagramas o resumo para entender las lecturas en el idioma inglés.
5 Leo en ingles con frecuencia
6 Soy capaz de responder correctamente a preguntas extraídas de un texto ya leído.
7 Fortalezco mi vocabulario aprendido a través de lecturas en el idioma inglés.
8 Cuando leo en inglés, soy capaz de entender todo el vocabulario nuevo que encuentro en la lectura.
N° Statements Malo 1
Regular 2
Bueno 3
Muy bueno 4
Excelente
5
9 Creo que mi nivel de comprensión lectora es apropiado.
10 Las actividades que se llevan a cabo en las clases para mejorar la comprensión lectora son entretenidas.
11 Considero que mi vocabulario en el idioma inglés es …
12 Entiendo la idea principal de un texto en inglés cuando leo.
N° Statements Muy en desacuerdo
1
Desacuerdo
2
Ni de acuerdo, ni en
desacuerdo 3
De acuerdo
4
Muy de acuerdo
5
13 Considero necesario implementar más actividades para reforzar mi vocabulario.
14 Yo creo que las lecturas pueden ayudarme a aumentar mi vocabulario en el idioma inglés.
15 Yo considero que el vocabulario favorece mi comprensión de las lecturas en el idioma inglés.
