Reading Strategies

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METACOGNITIVE READING STRATEGIES
Source:http://education.wm.edu/centers/ttac/images/articleimages/movingstudentfor
ward
TO IMRPOVE READING COMPREHENSION.
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NDICE GENERAL DE CONTENIDOS

AGRADECIMIENTO..4
DEDICATORIA...5
NDICE GENERAL DE CONTENIDOS....6
INTRODUCCIN8
CAPTULOI..10
WHY TO LEARN ENGLISH10
IMPORTANCE OF THE READING SKILL.12
HOW
WE
LEARN
A
FOREING
LANGUAGE.....................................13
TYPES OF WRITING ..15
CHARACTERISTICS OF WRITTEN LANGUAGE17
Permanence.18
Processing Time..18
Distance
13
Orthography19
Complexity
.
............................................................19
Vocabulary..20
Formality.20
CAPITULO
II
...21
MICROSKILLS FOR READING COMPRENHENSION
23
WHAT IS A STRATEGY...23
WHAT IS METACOGNITION..25
TEACHING METACOGNITION ....26
PURPOSE OF TEACHING METACOGNITION STRATETEGIES...28
CAPITULO III..30
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METACOGNITION
STRATEGIEIS
FOR
READING
COMPRENHENSION...30
PLANNING 31
MONITORING COMPRENHENSION..31
MAKE CONNECTIONS.....31
INFERING...32
CONTEXT CLUES.32
USE TEXT FEATURES.......33
GRAPHIC AND SEMANTIC ORGANIZERS..
..33
VENN-DIAGRMS...34
STORY BOARD/CHAIN OF EVENTS..37
STORY MAP38
CAUSE
AND
EFECT...38
ANSWERING QUESTIONS...40
RIGHT THERE41
THINK AND SEARCH
41
AUTHOR
AND
YOU
..42
ON YOUR OWN .42
RECOGNIZING STORY STRUCTURE ....43
SUMMARIZING.43
SCANNING 44
EFFETIVE COMPREHENSION STRATEGY INSTRUCTION
IS EXPLICIT44
THE BEST WAY TO TEACH COMPREHENSION
STRATEGIES......................................................46
IDENTIFY WHERE THE DIFFICULTY IS...49
CAPITULO IV
PRINCIPLES TO DESIGN INTERACTIVE READINNG
TECHNIQUES 51
CREATE AN INTERACTIVE CURRICULUM.52
USE TECHNIQUES THAT ARE INTRINSICALLY
MOTIVATING.52
BALANCE AUTHOMATICITY AND READABILITY IN
CHOOSING TEXTS53
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ENCOURAGE THE DEVELOPMENT OF READING

STRATEGIES..54
INCLUDE
BOTTON-UPAND
TOP-DOWN
TECHNIQUES.54
FOLLOW UP THE "SQ3R" SEQUENCE
55
SUBDIVIDE
TECHNIQUES INTO PRE-READING,
DURING
READING,
AND
AFTER
READING
PHASES.56
BUILT IN SOME EVALUATE ASPECTS TO YOUR
TECHNIQUES.....57
AUTONOMOUS EVALUATING...58
ONE READING LESSON...59
AUTONOMOUS
READING
PLANNING
.66
INTRODUCTION
The learning of the English language is considered
as fundamental in today globalized word. Professor Davis
Crystal in his book called "English as a Global Language"
said that English has become a worldwide spoken language
because it has been at the right place and at the right time.
Nowadays one quarter of the world population are already
fluent or competent in the English language.
That is why the teaching of this language must be
enhanced through comprehensive reading, which will help
the individual to improve their knowledge. As well as the
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use of strategies to facilitate the reader's understanding and

thus achieve an effective communication in the English
language learning.
This book contains some metacognitive strategies
aimed to help learners to develop high levels of thinking.
Using these strategies students will become good readers
who will be able to handle any text across the curriculum.
Teacher work in this process is very important. He will help
students
understand the way they process information. Visualizing,
questioning and synthesizing information are ways to
develop big thinking process.
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CAPITULO I
METACOGNITIVE STRATEGIES TO IMPROVE
READING COMPREHENSION.
WHY TO LEARN ENGLISH.
DONALD, Steward (2008), says that:
English is increasingly used as a tool of interaction
between non-native speakers. More than half of the
world's people learn English as a second or foreign
language. Most English language teachers around the
world are non-native English speakers, which mean
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that the rule is bilingualism and monolingualism.

(page2)
English has become a tool for international
communication in transportation, trade, banking, tourism,
technology, diplomacy, and research.
Learning English
gives the opportunity for multiculturalism because it is no

longer just a luxury for the elite class. It is an essential right
in
education. In fact, studying the English language has many

advantages both academically and labor fields.
By learning this international language you can get
access to knowledge. We are living an era where internet is
the main access to information. If you want to research
information about any topic we can find information there
just by clicking on the net and using the most helpful
research engines. But fortunately or unfortunately for some
most of the web pages, books, magazine and articles are in
the English language.
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The English language is the one call the language

of communication. Because most people is using this one to
talk each other. About 1,500,000,000 people speak English,
and 1,000,000,000 are learning it. 75% of the worlds letters
and post card are written in English. International
conferences, competitions are conducted in English.
People who speak English can contact people from
all over the world. They can make friends easily and know
about other peoples culture and way of living, share
opinions, discuss, argue in discussion groups in the net.
Send and receive e-mails from interesting people. Besides,
travel around the world because English is spoken in more
than a hundred countries.
If we refer to the field of science, 95% of the
articles in the Science Citation Index were written in
English. Moreover, e-books, international news report like
BBC, CCN and NBC are in English.
Furthermore, people who learn English can push
their career forward. They know that learning this language
they can get a better job opportunity in business, technology
or science. Companies give privilege to people who add in
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their CV they have the ability to speak English. Finally you

can also enjoy art and music.
THE IMPORTANCE OF READING SKILL
No one doubts about the importance of reading in
the acquisition of knowledge. This data gaining is
performed at different stages of schooling. During the early
stages of education the domain of reading is emphasized.
This domain
can states learning to read, understand as knowing decoding.

These domains are gradually replaced by the reading to
learn. Reading to learn is an activity developed by studying
and searching for information. The search and study of
information remain as the best ways of acquiring
knowledge.
Through the passing time we have been witness of
the problems of reading comprehension at all educational
levels. These difficulties can reach any of the strategies and
skills that often differ in the reading process: speed and
accuracy in decoding and word recognition, number and
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organization of prior knowledge, development of different

types of inferences and monitoring own understanding.
These academic deficiencies in the L1 make learning the
English Language even harder. (Susser & Rob, 1990).
HOW WE LEARN A FOREING LANGUAGE.
Learning a foreign language is a process of
progressive construction which involves exposure, repetition
and enrichment of linguistic experiences. It also involves
strengthening the skills to predict, identify, relate, synthesize

and infer information.
Reading is a key component of learning English
and is certainly important because a language is not only the
spoken word. The main benefits of reading are the
development and understanding of the culture and
vocabulary
extension,
allowing
oral
and
written
communication.
Through reading we have access to the perspective
of cultural beliefs and values. Reading applied in significant
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quantities with understandable information will help the

development of language. The four skills of the English
language: listen, speak, write and read do not exist
independently they are not a separate unit from one another.
Reading ability will be developed best in
association with the other abilities. Even in the reading
courses, it will be better to work on the interrelation of
skills, especially reading and writing connection, to achieve
a true understanding of the language and a more effective
and natural communication.
TYPES OF WRITING.
As it was said in the introduction, in order to acquire
the English language in a better way, it is necessary that the
different skills of the language will be taught in interrelation
with listening, speaking, writing and reading, especially
reading and writing. That is why, it is important to look at
different types of reading and writing techniques.
There is an extensive list of different types of written
text. Each of the types refereed below is an example of a
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genre of written language which has certain rules for its

manifestation so it allows the readers to identify the genre
and know what to look for it.
Non-fiction: reports, editorials, essays and articles
(dictionaries, encyclopedias)
Fiction: novels, short stories, jokes, dramas and
poetry
Greeting cards
Letters: personal, business
Diaries, journals
Memos (inter-office memos)
Message (phone messages)
Announcements
Newspaper journalese
Academic writing: short answer test response,
reports essays and papers, theses and books.

Forms, applications.
Questionnaires
Direction
Labels
Signs
Recipes
Bills ( and other financial statements)
This is just a short list of an extensive one. What is

important here is that the students know the distinctive
feature of each of these genres. For example the difference
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between an inter-office meno from a family letter, or an

application from a questionnaire. When students encounter
one of these is vital that they know what the purpose in
reading them is, what to select and what not to select for
short and long term memory.
On the other hand if students don`t know the difference

among them they wouldn`t know what information to
extract. So, part of teachers job is to teach students to
difference between these genres and reading strategies for
extracting necessary information for each of them.
CHARACTERISTICS OF WRITTEN LANGUAGE.
There are some important differences between spoken
and written language. Students already educated in their
native language know the basic features of written language;
but when students studying English they might find written
Englishs features so different, especially the rhetorical one,
so that reading efforts are blocked. The characteristics listed
below may be of some help for students in:
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A. Diagnosis certain reading difficulties arising from

the idiosyncrasies of written language.
B. Pointing reading techniques toward
specific
objectives, and
C. Reminding students of some of the advantages of
written language over spoken.
1. PERMANENCE.
Spoken English vanish (unless you have recorded it).
So that is why the hearer need to make immediate
perceptions and storage. Meanwhile written language is
permanent (as permanent the paper permits or files
availability) therefore the reader car return over and over
again to word or sentence or complete text.
2. PROCESSING TIME
Readers can read a text at their own rate; they are not
force to follow a rate of delivery, as in spoken language.
The readers rate will depend on their own fast- paced
and time- conscious society, which is good and bad.
Readers can take advantage of the nature of the printed
word and develop very quickly reading rates, but slow
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readers may feel ordinary. In practice the only different

between fast readers and slow readers is the time.
3. DISTANCE
Written language allows to send information in two
forms: physical distance and temporal distance. Here the
work of the reader is to interpret the message that he

received using this only information. He cannot see the
face of the sender. Making reading decoding context
difficult.
4. ORTHOGRAPHY
The English spoken language has phonemes that
correspond to writings graphemes. Additionally, it has
stress, rhythm, juncture, pauses, intonation, non-verbal
cues, volume and voice quality settings all of these
features makes the message understandable. While in
writing language we have graphemes that is punctuation,
pictures chats that make reading easier.
5. COMPLEXITY
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We tempt to say that writing is more complex than

speaking, but it is not easy to demonstrate because each
of these skills has it modes of complexity. The written
language has longer clauses and more subordinated
conjunctions, while the spoken language has shorter
clauses connected by more coordinated conjunctions.
Shorter clauses in the spoken language are used to

redundant or clarify ideas.
6. VOCABULARY
Written language contains a great variety of lexical
items than spoken language. It is because the writer has
more processing time; due to the desire to be precise or
just because of the written language conventions. On the
other hand, spoken language uses less lexical things
because our vocabulary is limited.
7. FORMALITY
Writing is more formal to speaking due to some
factors: for instance, writing follow certain conventions
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like organization. We mean, that for example in an essay

we present the introduction, then the paragraphs that
support the introduction and finally we have the
conclusion. This organization and formality in essays
demands paragraph formation, logical order to say,
opening and closing and non-redundancy.
CAPITULO II
MICROSKILLS FOR READING
COMPRENHENSION
Students start to understand the language by
identifying small units of it, like graphemes (letters) and
phones (sounds) then they start with the linguistic chain
to morphemes (parts of words), to semantics (meaning)
and syntactic (grammatical construction) and finally
they understand the text.
A list of micro skills is presented bellow which
overlap with each other slightly. These micro-skills can
be tested in an isolated way too. The first micro- skills
are tried to recognize the alphabet and how it combines
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into words. Then, the micro-skills leads to understand

larger meanings.
1. Students need to distinguish between graphemes and
orthographic patterns of the English language.
2. It is necessary that students remember chunks of
language of diverse lengths in short-term memory.
3. It is helpful that students develop writing at an
efficient rate of speed to suit the purpose.
4. Another micro-skill that students need to develop is
to be able to distinguish a fundamental words, and
understand word order patterns and their meaning.
5. It is also important that the students will be able to
classify grammatical word classes (nouns, verbs,
etc),
systems.
(Example:
tense,
agreement,
pluralization), patterns, rulers and elliptical forms.

6. Students also need to take into account that a
particular meaning may be expressed in different
grammatical forms.
MACRO-READING
SKILLS
COMPREHENSION
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FOR
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1. Students must be familiar with rhetorical forms of

writing
discourse
and
their
importance
for
interpretation.
2. Students need to know the communicative functions
of written text, according to form and purpose.
3. They need to develop infer information context that
is not in the test by using background knowledge.
4. They need to infer relations and connections
between events, ideas, etc., comprehend cause and
effect and distinguish such relations as main idea,
supporting idea, new information, given information,
generalization, and exemplification.
5. They need to recognize between literal and implied
meaning.
6. They have to be able to make connections between
cultures and interpret them in a context of the
appropriate culture schemata.
7. It is helpful to develop in students some reading
strategies such as skimming, scanning, guessing the
meaning of words form context detecting discourse
markers,
and
activating
interpretation of text.
WHAT IS A STRATEGY?
19
schemata
for
the
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As it is well known most human beings learn by

reading. Some successful scientist got to achieve their
inventions just by searching information on book. They
even did not go to school. But their passion and willingness
to help people inspire them. Nowadays, few students have
this passion that is why few inventions and discoveries have
been developed in this era. Students dont have the habit to
read. They dont feel motivated to do this activity due to
many factor. The most important one, according to some
authors is that parents do not develop this habit on children.
Now, that they are adults there have many problems.
They cant understand information because they do not have
a
background
information
which
facilitate
the
comprehension of data. Due to this fact, many researchers

have done many investigations in order to give solution to
this event. They conclude that in order to help students to
understand the information is fruitful that learners manage
reading strategies. These strategies will make the process of
processing information easier.
Learning reading comprehension strategies is very
important because they help students to identify the best
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way to organize and assess a reading task, interacts with the

learning material and apply specific resources.
There are some investigations which reveals that
using reading strategies in L2 help learners to decode, store
and retrieve information.
Different linguists. For example, Oxford (1990) refers that a
strategy is a plan or an organized groups of mental activities
which help to achieve a goal.
OMalley and Chamot (1990) proposed some reading
strategies
base
on
cognitive,
metacognitve
and
socio/affective to try to give a solution to reading

comprehension problem.
WHAT IS METACOGNITION
Metacognition Overview
Metacognition is a mental process which helps to
develop high thinking process. Understanding that high
thinking is becoming a critical and analytical person.
Besides, during this process students realize about the way
their brains process data.
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Educators work to lead students to become more

strategic thinkers by helping them understand the way they
process the data. Questioning, visualizing, and synthesizing
information are all ways that readers can use to examine
their thinking process. Through scaffolding and reciprocal
teaching, students are able to practice these skills and by the
time these strategies will be develop in an unthinking form.
TEACHING METACOGNITION
While some scholars naturally think about their own
way of thinking, others take the time to formally name and
practice metacognition. The metacognition strategies can be
used in all types of instruction. It can be applied in
Mathematics, History, and English etc. Mini-lessons and
opportunities for practicing allow students to develop
confidence and definitely apply this type of reflective
thinking.
As with any other comprehension strategy, it is
important to name and model metacognitive thinking.
Teachers should think aloud as they read aloud,
demonstrating the interplay between the actual text and their
own thoughts. Additionally, teachers should provide
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opportunities for guided practice, and finally, independent

practice. This procedure ensures students responsibility so
that they will become confident and successful.
In the book Bridges to Strategic Reading, wrote by

Tanny McGregor. She explained that she doesnt know how
to teach thinking strategies unless she begins with
metacognition. In order to help kids to realize how they
think about their own thinking, she opens a channel through
which purposeful conversation can flow. McGregor
provides a launching sequence for metacognition that
includes concrete experiences, wordless picture books, a
graphic organizer, and easy-to-obtain tools. She also
includes thinking stems, or sentence starters that can
prompt reflective thinking such as Im thinking; Im
wondering; or Im noticing.
She added when students are thoughtful and
reflective readers; their comprehension and motivation
improve. By using metacognition strategies, teachers are
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ensuring that learners will develop rich conversations

around the text and throughout the school year.
PURPOSES
FOR
TEACHING
METACOGNTIVE
STRATEGIES
Most of the time, teachers might think that students
automatically use metacognitive strategies. However, when
one student was asked what she was thinking about while
reading, she replied, Im not thinking. Im reading.
Unluckily, that simple, honest statement is true for students
in all content areas who see reading, writing, math, science,
and social studies as subjects rather than chances to think
and reflect. Yet only through using metacognitive strategies
can they truly learn. With this thought in mind, lets look at
two compelling reasons to teach metacognitive strategies in
the primary years (Fogarty 1994):
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1. Good readers know that developing cognitive and

metacognitive strategies help them to understand
topics in a deeper way. They construct knowledge
through a variety of different settings (cognition),
and they identify when they no longer understand
and what they can do about it (metacognition).
Thus,constructing
understanding
requires
both
cognitive and metacogntive elements.

2. The main goal of strategy instruction is transfer to
be able to use any strategy at any time and for any
purpose. Teaching metacognitive strategies make
sure that students will be able to successfully use
these strategies well into adulthood.
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CAPITULO III
METACOGNITIVE STRATEGIES FOR READING
COMPREHENSION
English language students at the moment to develop
reading comprehension, find it easier through the acquisition
of reading strategies.
strategies
base
on
This book presents some reading

cognitive,
metacognitve
and
socio/affective ones which could be very helpful at the

moment to develop reading comprehension on students.
1. PLANNING
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Before students start reading a typescript, they need to

follow a plan which will help them to set a previous
scenery of the text. It is useful that the reader read the
title and subtitles, watch pictures, read some words
vocabulary if the text contains, think about what
connections they can make, and how the text is
organized.
2. MONITORING DURING READING

In
order
that
students
develop
reading
comprehension while reading a text. It is very necessary that

they monitor their own comprehension. An L2 students
need to be instructed on how and why to monitor their
reading decoding of information process. What the students
can do first is to recognize whether or not confusion exists.
He can ask himself "Do I understand what I just
read? or What does the author really want me to know about
this text?" It is an essential task readers have to do to check
whether they are understanding the text or not
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Other efficient ways to monitor readers comprehension

during reading are to:
3. MAKE CONNECTIONS
Readers need to make connections
to whats
in
the
text.
This
from their own lives

simple
strategy
can
help them understand and remember what they read.
Students can also making predictions while reading. It

means that they can predict what the author is going to
say.
4. INFERRING
Inferring is a high mental process which let readers to reach
a conclusion bases on specific evidence. It is similar to
diagnose something. While reading is so essential to try to
inference. It will help to get a better sense of the reading, try
to get what the speaker want to mean, and get a broader
meaning of the text.
5. CONTEXT CLUES
When you do not understand words in a reading passage try
to figure them out by using context clues. It means that
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students have to read the whole paragraph or sentence to

hint the meaning of new words. Remember is not necessary
to understand every word just try to figure out key words
like verbs.
6. USE TEXT FEATURES

According to some studies, it is easier to understand a
reading when readers take into considerations some features
from the text. These can be the title and subheadings of the
reading, and visual aids. Those promote comprehension and
help to recall information.
Others strategies that help are identify text structures, use
graphic organizers to pinpoint particular types of text
information, write comments or questions on self-stick notes
or in th
e margins.
GRAPHIC AND SEMANTIC ORGANIZERS
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Graphic 1: Semantic Organizer.

Source:5 July 5 2015 Retrieved from:
http://doodle.riverspringscharter.org/joomla/images/stories/strategies/graphic_or
ganizer.png.
Author: Not found
Graphic organizers clarify concepts and relationships

between ideas in a text. Graphic organizers are known by
different names, such as maps, webs, graphs, charts, frames,
or clusters. Also graphic organizers can help readers focus
on concepts and how they are related to other concepts.
Graphic organizers help students read and understand
textbooks and picture books.
Graphic organizers can:
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Help learners focus on text structure "differences
between fiction and nonfiction"

Offer students with tools they can use to examine and
show relationships in a text

Support students write well-organized summaries of a
text
Here are some examples of graphic organizers:
Venn-Diagrams
The Vennn diagram is kind a didactic resource which is

used to compare or contrast information from two sources.
John Venn was the inventor of this great helpful materrial.
This didactic resource help us to represent the

relationships between different groups of things. Diagrams,
in general, are useful to illustrate both set relationships and
logical relationships.
Let's deal with the following list of things: table, chair,
desk, shelf, bookcase, sofa, tv, night table, bed.
We'll call our universe "Furniture":
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Furniture
table,
chair,
desk,
shelf,
bookcase, sofa, tv, night table, bed.

Graphic 2: Venn Diagram Process
Fuente: Direct research
Autor: ESCALANTE, Marbella (2015)
Let's classify things according to the room

they belong. We draw circles to classify
them
Living- dinning room furniture.
Linving room
dining room

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Next, Lets classify the furniture according

living-room and dinning-room
Furniture classification
Linving room
dining room
Table, chair,
shelf
Sof, Desk,
picture
cup
Another thing we can do is to leave the

things that does not belong to any room
outnof the circles
Furniture
Linving room
bed
tv
dining room
Sof, Desk,
picture
night-table
Table, chair,
shelf
cup

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Storyboard/Chain of Events
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Graphic 6: Storyboard/Chain of Events
http://sbt.blob.core.windows.net/storyboards/taraozkan/chain-of-events.png
Author: Not found
These kind of pictures also called sequence events can be

used in different activities. For instance, 1. read then listen
to and put the sentences in the order you hear, 2. read and
write sentence in the correct sequence of activities.
Story Map
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Graphic 7: Story Map.

http://2.bp.blogspot.com/jPS7pEdUpas/UOha7FcyUvI/AAAAAAAAGO0/CFhoOif3IHQ/s320/story+ma
p.pdf.png
Author: Not found
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If we want to develop students creativity used the story map.

It is helpful to diagram fiction and nonfiction stories. For
instance, setting, problem, events defining characters and
resolution in a fiction story; however in a nonfiction story,
main idea and details would be identified.
Graphic
effect
Cause/Effect
8:
Cause
and

https://www.gallaudet.edu/Images/Academic/CLAST/EnglishWorks/essay07.gif
Author: Not found
This kind of chart is useful at the moment to

demonstrate the cause and effects referred within a text. For
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example, building a strong house can keep people save from

natural disasters.
Cause. Building a strong house.
Effect. Keep save from natural disasters.
Think about the moment you were very hungry. You
were alone at home no-bady has prepared food. So called to
fast food restaurant. They brought your food as soon as
possible.
Cause. Very hungry
Effect. Call a fast food restaurant.
To make students work easier at the moment to
identify A cause-effect relationship is helpful to teach them
words like: because and because of to identify causes. And
So and therefore to identify effects.
Cause and effect graphic is also used in field of
researching. In this chart, the problem is written in the
center of the graphic and causes and effects at the sides of it.
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7.
Answering questions
To assess students understanding of a reading text is always

wisdom to set questions to be answers after reading. These
questions are effective because:
These questions provide students a purpose for
reading.
These
questions are helpful to concentration
students' attention on what they are learning

These questions help students to think dynamically
as they read the text.

These questions aim is to encourage students to
monitor their understanding

These questions aid students to examine content and
relate what they have learned to what they already
know
Question and Answers strategy is also known as

Question-Answer Relationship strategy (QAR).
This
approach is very useful because it helps students to learn

how to answer questions in an easy way. By the use of this
strategy students can realize if the information given in the
answer is explicit info (info got from text) or info
completely from the student's own background knowledge.
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Nowadays, there are four types of questions:
"Right There"
Reading text should contain several questions right after the

reading text.
It is recommended that teachers explain
students that they must find the right answer located in one
place as a word or a sentence in the passage.
Example: Where is Fernando? Answer: He is at Johns
party.
"Think and Search"
Think and answer are questions which requires students to

remember information from the reading passage. Answers
for these kind of questions are typically found in more than
one place, thus requires students to "think" and "search" info
through the text to find the answer.
Example: Why was Fredy happy? Answer: His friend was
visiting his home.
"Author and You"

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Author and you questions, oblige students to use what

they already know, with what they have learned from the
reading passage. Students must understand the text first and
then relate it to their prior knowledge before answering the
questions.
Example: How do think Mary felt when she won the
content? Answer: I think Mary felt happy because she had
never won anything. I feel happy when I win a content.
"On Your Own"
For these type of questions student can give answers

based on their prior knowledge and experiences. It may not
necessary to read the passage to answer these type of
questions.
Example: How would you feel if you miss your train to
work? Answer: I would feel very worried because I might
lost my job.
8. Recognizing story structure
To include
these
kind
of
questions
is
highly
recommended because students learn to identify the

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categories of content.
It means that students identify
characters, setting, events, problem, and resolution from the

story. According to some researchers it is very helpful to use
story maps to help students to recognize story structure.
Instruction
in
story
structure
improves
students'
comprehension.
9. Summarizing
Summarizing is a reading strategy which requires
students to determine what is important in what they are
reading and to rewrite it using their own words.
Summarizing help students to identify or generate

main ideas, connect the main or central ideas,
eliminate unnecessary information and remember
what they read.
10. Scanning
It is a technique often use for looking up a word in a
text, book or dictionary. The goal of scanning is to search
for key words or ideas. It implies that the reader knows
what information is looking for. So it helps readers to find
specific information in a reading passage.
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Scanning involves moving the eyes as quickly as

possible seeking for specific information, words and
phrases.
When a reader scan a text is a good idea to look for
words like: first, second, then or next. It means steps. Look
for words such as bold faced, italics, or in a different font
size, style, or color. Sometimes the author put key ideas in
the margin.
11. Instruction is explicit

Research shows that explicit teaching techniques are
particularly effective for comprehension strategy instruction.
In explicit instruction, teachers tell readers why and when
they should use strategies, what strategies to use, and how to
apply them. The steps of explicit instruction typically
include direct explanation, teacher modeling ("thinking
aloud"), guided practice, and application.
Direct explanation
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The teacher explains to students why the strategy helps

comprehension and when to apply the strategy.
Modeling
The teacher models, or demonstrates, how to apply the

strategy, usually by "thinking aloud" while reading the text
that the students are using.
Guided practice
The teacher guides and assists students as they learn how

and when to apply the strategy.
Application
The teacher helps students practice the strategy until

they can apply it independently. Effective comprehension
strategy
instruction
can
be
accomplished
through
cooperative learning, which involves students working

together as partners or in small groups on clearly defined
tasks. Cooperative learning instruction has been used
successfully to teach comprehension strategies. Students
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work together to understand texts, helping each other learn

and apply comprehension strategies. Teachers help students
to learn towork in groups. Teachers also provide modeling
of the comprehension strategies.
The best way to teach comprehension strategies
The best way to teach comprehension strategies is by
modeling through think-a louds. Teachers should show
students what good readers do. This strategy can be used
during read-alouds and shared reading. They can also be
used during small-group reading to review or reteach a
previously modeled strategy.
Wilhelm (2001) describes a think-aloud as a way of:
Producing a record of the strategic decision-making

process of going through a text
Writing everything the reader is aware of noticing,

doing, seeing, feeling, asking, and understanding as
the student reads.
Explaining about the reading strategies being used

within the content of the piece being read.
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There are multiple ways to conduct think-alouds:
The teacher models the think-aloud while reading

aloud, and the students listen.
The teacher thinks aloud during shared reading and

the students help out.
Students think aloud during shared reading and the

teacher and other students monitor and help.
The teacher or students do think-alouds in writing on

an overhead, with self-stick notes, or in a journal
during shared reading.
Students think aloud in small-group reading and the

teacher monitors and helps.
Students
do
think-alouds
individually
during
independent reading using self-stick notes or a

journal and then compare their thoughts with others.
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When introducing a new comprehension strategy,

model during read-aloud and shared reading by
following these steps:
1. Decide on a strategy to model.

2. Choose a short text or section of text.
3. Read the text ahead of time and mark locations
where you will stop and model the strategy.
4. State the purpose by naming the strategy and
explaining what the focus of the think-alouds will
be.
5. Read the text aloud to students and think aloud at the
designated points.
6. If teacher is applying a read-aloud, continue in the
same way. If you are conducting a shared reading
experience, have students help locate the words and
phrases that help to identify the thinking by
underlining or using self-stick notes.
7. Reinforce the think-alouds with follow-up lessons in
the same text or with others. (Wilhelm 2001)
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Readers become confused during reading for a variety of

reasons (Tovani 2000).
1. The voice inside the readers head is not talking to
him any longer about the text.
2. The readers mind begins to wander; he is no longer
reminding himself to pay attention.
3. The reader cant remember what has been read.
4. The reader cant answer his own questions.
5. The reader re-encounters a character but does not
remember how or when the character was introduced
in the story.
2 Identify where the difficulty occurs
Students tend to say "I don't understand the second
paragraph on page 76. To help students to solve this problem
use the following technique.
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Restate the difficult sentence or passage in your own
words
Look back through the text
Look forward in the text for information that might help
to resolve the difficulty.
CAPITULO IV
PRINCIPLES TO DESIGN INTERACTIVE READING
STRATEGIES
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Create an interactive curriculum, it will make that

we dont overlook the importance of specific
instructions in the reading skill.
Use motivating techniques which intrinsically

motivate students
Balance authenticity and readability in choosing

texts
Encourage reading strategies
Include both bottom-up and top-down techniques
Follow the SQ3R ( survey, question. read, recite,

review)
Subdivide techniques into pre, while and after

reading phases.
Build in some evaluative aspects to your techniques
1. Create an interactive curriculum, it will make that

we dont overlook the importance of specific
instructions in the reading skill.
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Creating a curriculum according to the students reality

will help them to acquire knowledge in a better way. It
means that teachers tent to believe that students will learn by
simple absorption through extensive reading. But according
to some studies it shows that this is not the correct way to
generate knowledge because students need more than that. It
is important to make sure that students know about
strategies for acquiring reading comprehension, listening,
speaking and writing referring to students who are studying
a second language. If they have enough time for extensive
reading, silent reading which is important to develop
fluency and self-instruction on the part of the learner.
2. Use
motivating
techniques
which
intrinsically
motivate students
Motivating students to read is very important if we want
they develop the love for reading. Parents should talk with
their children about the importance of reading since they are
5 or 6 years old. That is the time when they start reading
in school. So they are eager to show their parents that they
can read therefore we can take advantage of it. And start the
reading habit by there.
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When students have not developed this habit during their

childhood; teachers and parents need to motivate them by
giving them books which are related with real life. It is also
helpful to use material which emphasizes their goal to learn
English. Beside we can also use the Language Experience
Approach which refer to let students choose and create their
own reading materials and providing them with success
oriented reading strategies will involve them in reading and
giving then the opportunity to gauge their progress through
instructor initiated and self-assessment.
3. Balance authenticity and readability in choosing texts
At the moment to choose book to be read by students,
teachers need to be very careful and select books which
are rich in content. It means books which students will
find interesting, enjoyable, challenging and appropriate
for their goals in learning English and ages. A book

which is exploitable. This kind of book has to give
students the chance to learn certain language and content
goal. Select also a book which will challenge students in
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difficulty. It can be in lexis or structure but without

overwhelming the learner.
4. Encourage reading strategies
Even
though
students
know
reading
strategies
sometimes, they tend to forget them and use any strategy

at the moment to read. So remember the strategies every
time which is possible.
5. Include both bottom-up and top-down techniques
Encourage students to use bottom up and down
technique. Because according to some psycholinguistic
there are two kind of processing information: bottom-up
and top-down process. Bottom-up processes are those
that take in stimuli from the outside world. For example
letters and words. These requires from the readers little
higher-level of knowledge. Meanwhile, top-down
processes is guided by an individuals prior knowledge
and expectations. In most situations, bottom-up and topdown processes work together to ensure the accurate and
rapid processing of information.
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6. Follow the SQ3R ( survey, question. read, recite,

review)
Use this interesting reading process technique to develop
reading comprehension.
a) Survey: Students skim the text for an overview of main
ideas.
b) Question: The reader asks question about what he
wishes to get out of the text.
c) Read: Students read the text while looking for answers
to the previously formulated questions.
d) Recite: Student reprocess the salient points of the text
through oral or written language.
e) Review: assess the importance of what one has just read

and incorporate it into long-term associations.
7. Subdivide techniques into pre, while and after
reading phases.
Pre-reading strategies
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This strategy tries to stimulate students prior

knowledge about an issue and involve them in the themes,
concepts, or vocabulary of a text before they even open the
book. Prereading strategies prepare students to ask
questions,
make
connections,
form
predictions, and
categorize new information in the during-reading stage.

Teacher
can
uses
KWL
Charts,
List-Group-Label,
Anticipation Guides, Probable Passage, and Character

Quotes.
During-reading strategies
During-reading
strategies
provide
students
structure for continual, active engagement with the text and

force them to try to comprehend the text while they are
reading, as
opposed to simply moving their eyes down or up the page.

Encouraging Student-to-Student Conversations, ReReading,
and Story Mapping, are all examples of good ways to help
students practice the comprehension strategies that good
readers employ while reading.
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Post-reading strategies.
The process of actively engage students with a text does not
end once they have completed the reading. Students will
need opportunities to continue the reading comprehension
process. This activities will activate their metacognitive
muscles by debating themes, and summarizing those are key
points after they have done the reading.
8. Build in some evaluative aspect to your techniques.
As reading skills is difficult to observe, it is important in
reading as well in listening to be able to accurately assess
students' understanding and development of skills. Consider
some of the following activities that indicate studentss
comprehension:
a) Doing: the reader responds physically to a command.

b)
Transferring: the student summarizes orally what he
read.
c) Condensing: the reader is able to make outlines or takes
notes on a passage.
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d) Extending: the reader can give an ending to story.

e) Modeling: the reader can put together a toy, for example,
after reading directions for assembly.
Autonomous Evaluating
When good readers finish reading, they reflect on the
strategies they used to determine whether their plan worked
or whether they should try something else next time.
Because this evaluative component of the metacognitive
process is so valuable, model and practice it with your L2
students at every opportunity.
How well did I read and understand?
What strategies worked well for me?
What strategies did not work for me?
What should I do next time?
Do I need some help for next time?
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How will I remember what I read?

Model the metacognitive strategy.
When we read is typically to star off into the space
and ask ourselves what the reading is about, or start imaging
the characters performance, or imaging an amazing fact
about the topic. We are doing it to try to figure some of the
ideas in the reading out and asking ourselves what they
mean.
When we get to the end of a book, or page, it is
significant to make a pause and analyze what we have just
read. By paraphrasing the authors ideas in our own words
helps to picture them in our head. It mean that we are
monitoring own comprehension."
When we anticipate ideas and words in a reading text
help to understand the reading content faster. It is helpful to
make pauses and think aloud about what the author might be
saying.
Sample Lesson Activities
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A Little Trouble in Dublin

Objective: At the end of the class students will be able to
identify main ideas in order to relate the story
PRE-READING
AND
WHILE
READING
ACTIVITIES
1. Teacher says students the title of the book is A Little
Trouble in Dublin. Then, he writes a list of stories genres on
the board Example: mystery stories, science fiction, comedy,
romance and adventure. Next, Teacher and students discuss
these types of books to confirm they know what they all are.
After that teacher presents an illustration and ask what they
see?.
Suggested Answer: A boy and a girl look frightened. They
are running away so quickly from a building.
Finally, the teacher asks What gender do you think A Little

Trouble in Dublin is?
Suggested Answer: Adventure
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2. Teacher presents a list of people in the story and

illustration one. Students work in pairs and try to guess what
happens in the story. Ask students to write their ideas in a
piece of paper and stick them on the wall to see similar and
different ideas.
3. Teacher asks Ss to read extract 2 and underlined main
ideas. And talk with a partner what is happening.
Suggested answers: A shop assistant refuses to accept $20
because they are forged.
After that, ask students to read again and to write in their
note-books expressing ideas or questions that they have
about what the author was trying to say.
Next, ask them to answer the questions and share their
responses and to discuss why these ideas were important to
them as they read.
Teacher asks Ss to read extract 3, underlined main ideas and
discuss what is happening.
Suggested answer: The boy and the girl follow a man in
Dublin. The man goes to a house. They follow him. The boy
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is terrified and wants to leave, but he cant because of her

sister. They wait 30 minutes to see what happens.
Then ask students to discuss with a partner what happens to
the young people (Andy and Mary) and to suggest places
where people can hide.
Finally, ask Ss to look at illustration 3 and image what is
happening and why?
Post-reading Activities
1. Teacher asks Ss to complete some sentences. The best
thing
like
about
little
trouble
in
Dublin
was
What happened with Andy and Mary.
What happened at the end?
1. Ask students to give a different ending.
2. Ask Ss to write 100 words story for a local
newspaper.
Extract 1
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People in the story

Andy Lawson: a thirteen-year-old boy; Mary Lawsons twin
brother Mary Lawson: a thirteen-year-old girls: Andy
Lawsons twin sister Miss OBrien: Andy and Marys
science teacher Mr Green Shirt: Mary sees this man in a
shop Mr. Blue Shirt: a friend of Mr. Green Shirt Inspector
Helen Forrester: a Dublin police officer Sergeant Tom
Brady: A Dublin Police officer.
Extract 2
I cant take this, said the shop assistant. Why not? asked
Mary. Its not a real 20 note, he answered. Its forged
its not real. Look here. He found a new 20 note and put it
on the shop window. Then he put Marys note next to it.
Look on the left of the note, the assistant told Mary. You
can see a kind of window on the real note, but there isnt
one on yours. Yours is forged.
Extract 3
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Mary watched the man. He turned right. Andy and Mary ran
after him and turned right too. Dont get too near him, said
Mary. We dont want him to see us. For ten minutes they
walked about fifty meters behind the man. First there was
Trinity College on their left, then the National Gallery on
their right. Next came Merrion Square. There were houses
round the square, and trees and gardens in it. The man
walked up to the front door of a house, opened the door and
went in. OK, said Andy. We can go back now. Weve still
got time to get to the cinema. The fi lm actually starts at half
past five. No, said Mary and took him by the arm. Were
going to wait in the gardens. Why? asked Andy. We cant
see him. But whats he doing there? asked Mary. I want
to know. Andy was angry, but he didnt say anything. I
cant leave my sister here, he thought. Th ey waited and
they waited. Aft er thirty minutes Andy said, Come on,
Mary. Hes not coming out again. Just five more minutes,
said Mary. Please, Andy.
Illustration 1
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Graphic 9: Little Trouble in Dublin

http://image.casadellibro.com/a/l/t0/22/9788483235522.jpg
Author: Not found
Illustration 2

Author: Not found
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Illustration 3

Author: Not found
Autonomous Reading Planning

When reading a book independently. It is helpful to consider
the followings tips.
Im going to read a book about a nonfiction topic,

and I really dont know much about it. I think I should read
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slowly. If I still dont understand, I may need to reread or

skim the text.
I wonder why...
I already know something about this topic. It is...
I know the word __________, but I dont know what

________ and ____________ mean.
Ive seen this before when I went to...
I see lots of graphics and charts. Ill need to use

those to help me understand what Im reading.
Are there any clue words and phrases that might help
figure out what text structure Im reading?
Before I continue reading, I need to stop and think

about what I just read and make sure I understand it. If I
dont, I need to stop and plan.
Monitoring
The author gives me a picture in my mind when he

describes...
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What might happen next? Why do I think that?
What was this page about?
Maybe I should reread this part again and look for

specific information.
How does the graphic on this page help me

understand the text?
Since I dont understand this word, I may need to...
This wasnt what I expected. I expected _______

because ___________.
What can I write or draw that might help me

remember and understand what I just read?
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Reference books
GONZALES, G. (2011) Modulo Teoras y Modelos

Pedaggicos.
Editorial
de la
Universidad
Tecnolgica Indoamerica. Quito-Ecuador
HARMER, J.(2007). Como Ensear a Escribir.
Graficas Stenton. Londres-Reino Unido.
HERRERA, L y otros. (2010). Tutora de la
Investigacin Cientfica. Graficas Corona Quito.
Ambato- Ecuador.
VZQUEZ GMEZ, G. (1987): Educar para el
siglo XXI. Fundesco. Madrid.
Webgrafia.
K 12 Reader. (2015) Reading Instruction Resources.

Reading Activities for Making Inferences. Obtenido
de http://www.k12reader.com/reading-activities-formaking-inferences/
Burkart, G. S. (2004). NCLRC THE ESENSSIAL OF

LANGUAGE TEACHING. Obtenido de
http://www.nclrc.org/essentials/reading/reindex.htm
68
CARRERA DE IDIOMAS
BROWN, H. (2000). Teaching by Principles . San

Francisco California: Longman. Obtenido de
http://es.slideshare.net/igotamnesia/teaching-byprinciples-brown?related=1
TELF, E., & TELF, E. (Martes de Junio de 2015).

TELF Boot Camp@. Obtenido de
http://teflbootcamp.com/teaching-skills/teaching-eflreading/
69

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CARRERA DE IDIOMAS

METACOGNITIVE READING STRATEGIES

METACOGNITIVE READING STRATEGIES

TO IMRPOVE READING COMPREHENSION.

NDICE GENERAL DE CONTENIDOS

ENCOURAGE THE DEVELOPMENT OF READING

use of strategies to facilitate the reader's understanding and

that the rule is bilingualism and monolingualism.

gives the opportunity for multiculturalism because it is no

education. In fact, studying the English language has many

The English language is the one call the language

their CV they have the ability to speak English. Finally you

can states learning to read, understand as knowing decoding.

organization of prior knowledge, development of different

strengthening the skills to predict, identify, relate, synthesize

quantities with understandable information will help the

genre of written language which has certain rules for its

reports essays and papers, theses and books.

This is just a short list of an extensive one. What is

between an inter-office meno from a family letter, or an

On the other hand if students don`t know the difference

A. Diagnosis certain reading difficulties arising from

readers may feel ordinary. In practice the only different

work of the reader is to interpret the message that he

We tempt to say that writing is more complex than

Shorter clauses in the spoken language are used to

like organization. We mean, that for example in an essay

into words. Then, the micro-skills leads to understand

pluralization), patterns, rulers and elliptical forms.

1. Students must be familiar with rhetorical forms of

As it is well known most human beings learn by

comprehension of data. Due to this fact, many researchers

way to organize and assess a reading task, interacts with the

socio/affective to try to give a solution to reading

Educators work to lead students to become more

opportunities for guided practice, and finally, independent

In the book Bridges to Strategic Reading, wrote by

ensuring that learners will develop rich conversations

1. Good readers know that developing cognitive and

cognitive and metacogntive elements.

This book presents some reading

socio/affective ones which could be very helpful at the

Before students start reading a typescript, they need to

2. MONITORING DURING READING

comprehension while reading a text. It is very necessary that

Other efficient ways to monitor readers comprehension

from their own lives

help them understand and remember what they read.

Students can also making predictions while reading. It

students have to read the whole paragraph or sentence to

6. USE TEXT FEATURES

Graphic 1: Semantic Organizer.

Graphic organizers clarify concepts and relationships

Help learners focus on text structure "differences

between fiction and nonfiction"

show relationships in a text

The Vennn diagram is kind a didactic resource which is

This didactic resource help us to represent the

bookcase, sofa, tv, night table, bed.

Let's classify things according to the room

Living- dinning room furniture.

Graphic 3: Venn Diagram Process

Next, Lets classify the furniture according

Another thing we can do is to leave the