EDUCATION FACULTY

PROFESSIONAL EDUCATION SCHOOL

INFLUENCE OF READING STRATEGIES IN READING UNDERSTANDING

ENGLISH I

GUEVARA VILLANUEVA NORMA BEATRIZ

RODRIGUEZ CENTURION KIMBERLLY YOJHANA
SILVA ARROYO DIANA CAROLINA
UCEDA ESQUIVEL ELMIDA YUSELY
VASQUEZ NEYRA MARGOT JUDITH
AUTHORS

MG. KHATYA SÁNCHEZ CALDERÓN

TEACHER

III – SEMIPRESENCIAL
CYCLE

TRUJILLO – PERU
2018
 INDEX

SUMMARY………………………………………………………………………………..…II
ABSTRACT………………………………………………………………………………... III
INTRODUCTION………………………………………………………………………….. IV

INFLUENCE OF READING STRATEGIES IN READING UNDERSTANDING

1. FORMULATION OF THE PROBLEM ………………………………...……….………1

2. OBJECTIVES…………………………………………………………………….……… 1
CHAPTER I
I. READING STRATEGIES…………………………….…………….…………..…….…. 2
1.1. Definition …………………………………….………….…………..………..….2
1.2. Characteristics of reading strategies……….…………….………………..…….. 2
II. CLASSIFICATION OF LEARNING STRATEGIES……………..……….......…….…..2
III. CLASSES OF STRATEGIES …………………………………...….……..…..……......3
IV. THE CHALLENGE OF READING …………………………….………………...…....5
5.1. What is reading?.............................................................................................................. 5
5.2. The reading process …………………………………………….……….…..…..……..6
CHAPTER II
I. READING COMPREHENSION …………………………………………..….......….….8
1.1. Definition ……………………………………………………………….….….…….…8
1.2. Reading models ………………….……………………………….…….…….………..8
1.3. Reading processes …………………………………………………..….………..….….9
1.4. Variables that influence reading comprehension……….……….….…………...….…. 9
to. Textual variables …………………………………………………….……….…...…..…9
b. Subjective variables …………………………………………………..……….….……..11
CONCLUSIONS
BIBLIOGRAPHIC REFERENCES
ANNEXES
 ABSTRACT

The present research work is a descriptive-interpretative study of the influence of

Reading Strategies on the Reading Comprehension of children of Second Grade of
Primary in the I.E.P Libertad of the District of Esperanza Province of Trujillo. To carry
out this study, we first identified the strategies applied by the teacher and the levels of
reading comprehension that the students possess, evaluated the results of the reading
comprehension strategies that are applied and finally identified the advantages and
disadvantages of the use of these strategies.

This research was oriented under a qualitative approach, described and interpreted
phenomenon under study. Techniques and instruments such as observation, interview,
and a test aimed at students were used.

The information collected was sorted by instrument and triangulation was made from
each report, in this way the results were achieved. Among the main findings we can
mention that: the teacher applies strategies of reading comprehension such as: silent
reading, oral reading, exploration through images, comprehension questions, inference of
unknown words, among others. Second grade students have reached the literal level and
the inferential level of reading comprehension. The results of the application of reading
strategies were verified in the abilities and levels of comprehension that second graders
have, most have reached the literal level and the inferential level, but only the minority
reaches the critical level of reading.

Some advantages of their strategies are that the majority of students participate with
will in the activities, they like to read orally, fluency to answer the literal questions The
disadvantages that were evidenced were: indiscipline that is given more often in the
students who sit behind, Lack of intonation distraction, and a lot of intervention by the
teacher at the moment that the students are responding. Based on the results, some
recommendations were elaborated and a training plan for the teaching staff of the Libertad
Educational Center, which lasts two sessions, was designed with the objective of
promoting the use of methodological strategies for the adequate development of
comprehension Reader in students.
 INTRODUCTION

The present monographic work: INFLUENCE OF READING STRATEGIES IN

READING COMPREHENSION, the goal of reading comprehension is to reach the
bottom, most importantly, the message that the author tries to communicate, in our case,
that the student has the ability to make a rigorous analysis of the content of the problem,
which is able to select the data and determine how to select them to finally execute the
operations that lead to their solution.
This work has been structured in two chapters:
CHAPTER I: In this chapter it was considered to develop information about the
Reading Strategies; as well as its definition, Classification of Learning Strategies,
Strategies classes and the Reading Challenge. This information is very important so that
there may be a better understanding of what we read.
CHAPTER II: It contains information regarding Reading Comprehension, which is
influenced by several factors such as: reading, determining the type of reading selected;
the type of text, the oral language and the oral vocabulary on which the reading
vocabulary is built, the purpose of reading which directly influences the comprehension
of what has been read, the general physical and emotional state that determines the most
important motivation for reading and understanding this. This subject will give us more
knowledge through the development of it to expand our knowledge in terms of reading
comprehension through research., By which in this chapter we develop the following:
Definition, Reading Models, Reading Processes and Variables that influence reading
comprehension.
1. FORMULATION OF THE PROBLEM

How do reading strategies influence reading comprehension?

2. OBJECTIVES

A. GENERAL OBJECTIVE

Determine the Influence of reading strategies on Reading

Comprehension.

B. SPECIFIC OBJECTIVES

 Understand the true meaning of linguistic codes.

 Getting students to create reading habits.
 Achieve in students a better reading comprehension making use of
the strategies of the same.
 CHAPTER I

INFLUENCE OF READING STRATEGIES IN READING

UNDERSTANDING

I. READING STRATEGIES

1.1. Definitio
Prof. Daniel Gómez (2013) Reading Strategies, as the name says, are several
activities that we do as we read and help us understand what we have read in order
to obtain the information we seek, interpret the texts and enjoy reading. Then, who
applies reading strategies is who reads for himself, but we must show students the
strategies used by an experienced reader or writer, to locate timely information in
any text and make inferences and inferences that allow a better understanding of
what I read
There are many reading strategies, but we will focus on the Basic Reading
Strategies (presented more clearly in the primary school 1993 Spanish study
programs), explaining how to apply them when reading for, and with children, to
take over them. and when they have to read, use them naturally.
These are procedures (sets of steps, operations or skills) that an apprentice uses
in a conscientious, controlled and intentional way as flexible instruments to learn
significantly and solve problems.

1.2. Characteristics of Learning Strategies:

 The application of the strategies is controlled and not automatic requires a

decision-making, of an activity, the application of meta cognitive knowledge,
above all, self-regulated.
 The expert application of learning strategies requires a deep reflection on how the
sequences of technical actions that constitute them dominate and that it is also
known how and when to apply them.
 The application of the same implies that the apprentice knows how to intelligently
select several resources and capacities that he has at his disposal.
II. CLASSIFICATION OF LEARNING STRATEGIES

a. The production of texts: It is a procedure that is used from a communication need

b. Text Interpretation: This is a complex strategy that the child will acquire and / or
develop depending on the opportunities that are offered.
c. Techniques for teaching learning strategies: They are a set of rules and skills that
allow man to effectively perform certain activities. These are the following:

 The Exercise: Consists of the repeated use of the strategies learned between
various situations or tasks
 Modeling: Its purpose is for the student to try to copy or imitate its use.
 The metacognitive analysis and discussion: Through this technique, students
are expected to explore their own thoughts and cognitive processes when
performing a learning task.
 The meta-cognitive self-questioning: It consists in helping the students to
know and reflect on the strategies used.
 Three phases can be clearly identified:

 First, the teacher proposes the interrogation model that he uses and exposes
several examples to the students.
 Second, after each student applies the scheme and begins to explain.
 Finally, we try to encourage the student to internalize the scheme and use
it independently.

III. CLASSES OF STRATEGIES

a. Sampling
It is when we take parts of the information we have (words, images or ideas)
that work to achieve understanding of the other parts. This strategy is closely
related to prediction and inference, but is not limited to them.
The best samples we can take are the title and the subtitles. They can tell us, to
a large extent, if the information we seek will be in that paragraph or text. In case
of not having understood the information, it is these samples that will allow us to
"focus" on the subject.
Some ways to promote the acquisition of this strategy are:
 Tell them the title of the book to read and encourage children to invent a story
from it.
 Read a text and ask for a title.
 Read phrases or texts that only contain nouns and verbs and let them
complement, with words of their choice, without losing their meaning.
  When a word unknown to them appears, ask them to try to define it
considering the rest that is written around that word.
 Skip parts of the text and ask questions to fill in the missing information.
 Read news and rescue the main data.

b. Prediction
It is simply to suppose and say what will happen next, for this, in reading we
rely on the previous knowledge we have of the world. This strategy allows us to
"know" the end of a story, the logic of an explanation, the continuation of a letter,
etc., before knowing them.
When we read we predict naturally for three reasons: because we are always
more interested in what will happen than in what is happening, because there are
several ways of interpreting the information we are receiving, and because
predicting allows us to choose one of several possible options.
When we read for children we should:
 Ask them questions to find out what prior knowledge they have about the
subject.
 Ask them about experiences related to what is being read to them.
 Ask them questions of what they think will happen and ask them to justify
it.
 Ask them to describe the characters or places (without having seen
images).
 Pause before finishing the sentence we are reading so they can finish it.
 Show them sequences of images and ask them to order them and explain
their sequence.
 Give them unrelated images and ask them to make a story with them.

c. Anticipation
This strategy is closely related to the prediction, but without the need for
justification. Although the reader does not propose it, while reading it is making
anticipations, it may be by waiting for the phrase to end with a word, by giving a
meaning to the subject.
The anticipations of the children will be more precise as more information they
have on the concepts related to the topics, the vocabulary and the structure of the
type of text that they read.
In addition to the suggestions that serve to favor the Prediction, you can also:
 Pause each time a transitive verb appears in the reading (carry, load, get)
and ask them to finish it.
 Teach them the following image and suggest that they continue with the
story.
  Ask them what they think will happen next.

d. Confirmation and Autocorrect

Predictions and anticipations made by a reader are generally accurate and coincide
with what actually appears in the text. That is, the reader confirms them when reading.
However, there are times when predictions or anticipations are incorrect. This is
where confirmation and self-correction intervene.
The suggestions to favor this strategy in the children we read are:
 Ask them to make predictions and anticipations and then confirm them in the
reading.
 Ask them what differences there are between what they thought would happen
and what happened.

e. Inference
It is the fact of supposing the causes of what has been said or read, based on
previous knowledge of the world. It also implies linking or relating the ideas that
exist between the paragraphs of the text and even between texts. Another way of
inferring is to give adequate sense to words and phrases that have more than one
meaning or unknown words.
To infer is to be able to interpret what is written.
When reading for children it is convenient that we stop reading to ask them to
explain:
 The reasons for the events.
 The causes of what the characters feel.
 The reasoning behind what the characters decide.

F. Monitoring
It consists of evaluating the comprehension that is achieved during reading, which
leads to stop and re-read or continue to find the relationships of ideas necessary for
the creation of meanings.
To favor the use of this strategy you can carry out activities, during and after
reading, that allow us to determine:
 The attention that has been paid to reading.
 The ideas that were formulated from the text.
 The understanding of the sequence of events.
 The memory of the details.
IV. THE CHALLENGE OF READING

5.1. What is reading?

Reading requires the presence of an active reader who processes the text. Also,
there must always be a goal for reading: evade, enjoy, seek timely information,
inform us about a certain fact, etc.
This means that the interpretation we make of the text we read will depend on the
objectives of the reading. The meaning of the text is not therefore a replica of the
intentions of its author, but depends on the previous ideas of the reader and their
reading objectives. In addition, the different text structures impose restrictions on the
organization of information that the reader should know.
Reading is a complex experience. "To read, we need, simultaneously, to handle
decoding skills with ease and to contribute to the text our objectives, ideas and
previous experiences; we need to involve ourselves in a process of prediction and
continuous inference, which is based on the information provided by the text and on
our own baggage, and on a process that allows us to find or reject the predictions and
inferences of which we spoke. "(18)

5.2. The reading process An interactive perspective

A. The interactive model

Two opposite models have been applied to explain the process in a

hierarchical way: the bottom-up, and the top-down. The first proposes that the
reader begins with the letters and continues with the words and phrases in a
sequential process that ends in the comprehension of the text. The second raises
the opposite. The reader would begin by using their prior knowledge, establish
hypotheses about the content and then try to verify them in the reading process.
The more information the reader has about the text, the less it will need to
"notice" it.
The interactive model proposes the coexistence of the two previous models:
an ascending process, of the letters, words, towards higher levels and a
descending process from initial semantic expectations towards their verification
in lower level components, such as lexical, graphic or phonic.
The implication for teaching is evident. Students need to have decoding skills,
but also comprehensive strategies.
It is thought that "the reader is an active processor of the text, and that reading
is a constant process of issuance and verification of hypotheses conducive to the
 construction of the understanding of the text, and control of this understanding
of proof that understanding has place
- Predict, verify, build an interpretation
We not only establish predictions in detective novels or any type of narrative
text.
We make predictions about any type of text based on the information it
provides, the situation or context of reading and from our knowledge about texts
and the world in general. The "cases" of inaccuracies in reading (20-21) adduced
by the author refer, ultimately, to the fact that the prediction process is not carried
out correctly and the control of comprehension is not in the hands of the reader,
but in its teacher.

B. Reading at school

Essential civic challenge to teach reading. According to data extracted from El País
(11/5/90), 4.18% of the Spanish population was illiterate. As for "functional illiteracy"
("they know" how to read, but they can not use reading and their social relationships
autonomously), the problem affected, on the same date, more than 10 million people,
the majority among 18 and 35 years old
All this, according to the author, allows "to question some of the educational
practices that are carried out in our society in relation to literacy." (28)
Solé points out that the topic does not present the adequate assessment that would
be required by the teachers' teams. To speak only of methods is to start the house by
the roof. In addition, the teaching of reading is assimilated to that of the code and
everything that goes beyond decoding skills is restricted.

C. Reading, an object of knowledge

Reading and writing are usually considered as priority objectives of primary

education, when the objectives set by the DCB and Disseny
Curricular absolutely transcend the idea of skills (rereading, inferences, elaboration
of own opinions) that can be achieved only in that first cycle.
Faced with official prescriptions, it will be interesting to know what happens, in
relation to reading in primary education classrooms. Some authors such as Durkin
(1978), Hodges (1980), Isabel Solé herself, etc., have investigated it in different
contexts.
In general, the protocol in the classroom consists of different students reading a
text, each a fragment, while the others "follow" the reading. When a reader makes a
mistake, it is usually corrected by the teacher. After the reading, questions about the
content are formulated and finally some activity more or less related to the text is
elaborated.
Isabel Solé makes some comments about this quite general protocol in the
classrooms:
In relation to this last observation, the author states that once passed, in the first
courses, the decoding, with the use of protocols such as the one already analyzed, it
is not taught, however scandalous it may be said, to "understand", because focus on
the evaluation, the final "product" of the reading and not in its process. The
researches reviewed emphasize that the interventions aimed at evaluating the result
of the reading far exceed those intended to teach. Definitely:
 CHAPTER II

I. READING COMPREHENSION

1.1. Definition:

Reflections on reading originated almost 100 years ago with the study The
Psychology and Pedagogy of Reading, Huey, in 1908 (Thorne, 1991). From then until
now, the study of reading has gone through an evolution that began defining it as
independent processes, up to the present in which it is conceived as an interactive
process. Subsequently, and from the second half of the twentieth century, the reading
models emerged (Samuels and Kamil, 1984), all of them based on the processing of
information.
According to Carrasco (2003), understanding can also be taught and one way to
cultivate understanding is to teach and develop reading strategies. Some of the
definitions of strategies identified in the literature review on the subject are:
Clark (1977) Reading comprehension is a set of psychological processes that
consist of a series of mental operations that process linguistic information from its
reception until a decision is made.
Reading comprehension is the ability to understand what is read, both in reference
to the meaning of the words that form a text and with respect to global comprehension
in a writing.
Reading is a process of interaction between thought and language; the reader needs
to recognize the letters, the words, the sentences. However, when reading is not always
able to understand the message contained in the text; it is even possible that it is
understood in the wrong way.

1.2. Reading models

Rumelhart proposed a classification of reading processes based on three models:

bottom-up, top-down, and interactive (Thorne, 1991). As Samuels and Kamil (1984)
state, the difference between the first two models is given at the starting point of the
process. In the bottom-up, the process begins in the written stimulus (the words) and
it is this that guides the entire process to reach higher levels. On the other hand, in the
top-down model, the process begins with the hypothesis and predictions of the reader,
which will be checked throughout the reading, down to the written stimulus and,
according to Pinzás (1997), generating inferential understanding . Both models were
criticized by Stanovich (Pinzás, 1986). He states that the first model lacks mechanisms,
which would cause higher-level processes to affect those at the lower level. At the
same time, he points out that with the second model, due to its lack of precision in the
conceptualization, it would be difficult to explain important reading differences in
reading. For this reason, it is committed to an interactive model, based on the idea that
reading skills can act in a compensatory way. He called this model an interactive-
compensatory model. According to this author (Pinzás, 1986, Samuels and Kamil,
1984 and Thorne, 1991), in the interactive-compensatory model, a process of any level
can compensate for deficiencies that have occurred at another level.
Other authors stated that the reading process was composed of two subprocesses:
the recognition of words and the understanding of them. For example, for Perfetti
(Defior, 1996), the reading processes would be: access to the lexicon and
comprehension proper (Pinzás, 1986). In the first, the words read must be recognized,
associating them with previous knowledge, and the reader must know how to
pronounce them. In understanding, however, there are interrelated processes from
which the reader can represent the meaning of the text.

1.3. Reading processes

Cuetos (1996), takes the reading models to refer to the reading processes as mental
operations or separable modules, relatively autonomous and that fulfill a specific
function. These processes or modules are:
• Perceptual processes: responsible for collecting and analyzing a message and then
processing it.
• Lexicon processing: responsible for finding the concept associated with the
perceived linguistic unit. Reading comprehension and attitudes towards reading.
• Syntactic processing: refers to the knowledge of the grammatical rules of the
language, which allow knowing how the words are related.
• Semantic processing: the reader extracts the message of the sentence to integrate
it with their knowledge.

Only after this can you say that you have finished with the comprehension
process, since it is in this processing that words, phrases or text are given meaning,
integrating the information of this with the previous knowledge of the reader.
As you can see, different mental operations occur in the reading process. First,
you must activate and select a lexical meaning, then assign grammatical roles to
the words, integrate
they will have a higher level of vocabulary and reading comprehension.
Likewise, they will be more exposed to different uses of the language and at home
they will value academic success and school activities.
 All this will give them more experience, making their academic results
satisfactory. On this point, Thorndike (Morles, 1999) points out that there are two
factors that correlate highly with reading comprehension: reading resources
existing in the home (number of books, possession of a dictionary and subscription
to a journal) and socioeconomic status of the family. From this point of view, it
could be affirmed that the fact that children have economic resources (that allow
access to more reading sources), as cultural (that encourage and motivate the act
of reading) will positively influence their performance in understanding reader
Reading comprehension and attitudes towards reading.
Cultural factors lead students to be more willing to favor reading, since they
will have models of imitation of behaviors and reading strategies, their language
and reading will be stimulated; which will trigger a greater interest and a positive
attitude towards it (Alliende and Condemarín, 1990, Wigfield and Asher, 1984,
among others).

1.4. Variables that influence reading comprehension

a) Contextual variables: in this group of variables are the texts that are used,
the school context, the family environment and the sociocultural
environment.
 Textbooks are the most common means by which children have
access to reading, and in general to education. It must take into
account its structure or internal organization and the new terms that
are presented in them. In addition, according to Wigfield and Asher
(1984), the topics must be interesting and novel for the students,
since in this way they capture and maintain their attention. Also,
the MED (2005), suggests teaching students to read and practice
reading using texts of various genres: news, newspaper articles,
posters, tables, tables, etc., since they require the use of different
skills and strategies. For this reason, it is that Thorne and Pinzás
(1988) and Thorne (1991) affirm that reading comprehension and
attitudes towards reading 7 presence or absence of adequate
reading materials exert a direct influence on reading performance.

 Two aspects stand out in the school context: relationships with the
teacher and relationships between peers or peers. Wigfield and
Asher (1984) affirm that in relation to the relations with the
teacher, one must focus on the expectations of the teacher and his
influence on the motivational processes of his students. On the one
hand, the teacher's expectations will depend on the student's
performance; that is, if the student shows a good performance, the
 expectations of the teachers will be higher than if the performance
is low. On the other hand, in terms of motivation, if students see
their teachers concerned about their learning, they feel encouraged
to continue learning and, therefore, will be more motivated to
achieve the realization of their goals, in this case to understand the
reading . Wigfield and Asher affirm, also, that many times students'
performance will depend on the value that their group of peers
impose on their learning because, with the desire to belong to a
group, the student will share the values and goals of this one. , thus
they negatively influence their school performance.

 Within the family environment, activities related to reading that

students carry out at home stand out. These activities can help, to
a large extent, to raise your level of reading comprehension and to
become more interested in it. On this topic, Wigfield and Asher
(1984) affirm that parents can encourage the development of their
children's achievement motivation while maintaining high
expectations about reading comprehension and attitudes towards
reading their performance and being involved in their activities to
achieve success in the lecture. One of the ways in which parents
can get involved and help their children in their learning is by
providing reading materials at home and interacting with them. If
parents read, if they read to their children and if they encourage
them to read, they will have a positive influence on their children,
in such a way that they can lead them to be good readers.

 Two important variables stand out in the socio-cultural

environment: the socio-cultural status of the parents and the
previous exposure to reading. González (2004) states that the
degree of instruction of parents influences, since the children of
parents who have a higher education degree will have a higher level
of vocabulary and reading comprehension. Likewise, they will be
more exposed to different uses of the language and at home they
will value academic success and school activities.

All this will give them more experience, making their academic results
satisfactory. On this point, Thorndike (Morles, 1999) points out that there
are two factors that correlate highly with reading comprehension: reading
resources existing in the home (number of books, possession of a
dictionary and subscription to a journal) and socioeconomic status of the
family. From this point of view, it could be affirmed that the fact that
children have economic resources (that allow access to more reading
sources), as cultural (that encourage and motivate the act of reading) will
 positively influence their performance in understanding reader Reading
comprehension and attitudes towards reading.
Cultural factors lead students to be more willing to favor reading, since
they will have models of imitation of behaviors and reading strategies,
their language and reading will be stimulated; which will trigger a greater
interest and a positive attitude towards it (Alliende and Condemarín, 1990,
Wigfield and Asher, 1984, among others).

b) Subjective variables: here are the reader's prior knowledge, learning

strategies, motivation and working memory.
 Within the previous knowledge of the reader, those related to the
content of the text and the structure of the text (whether narrative or
expository) are influenced. González (2004) states that in addition to
prior knowledge itself, it is crucial that the necessary conditions are
met so that it is activated and thus the advantages of it can be
exploited; although, as he mentions, it is well known that neither of
these two factors ensures the success of understanding.

 Learning strategies can be cognitive or metacognitive. On the one

hand, cognitive strategies are related to taking notes and remembering
information, to the elaboration of diagrams and summaries, and to the
approach and answer to questions about what is being read. On the
other, metacognitive strategies refer to the supervision and control of
comprehension and memory, and self-regulation of learning.
Regarding the latter, Pinzás (2003) states that the fact that a person
can control their reading using metacognitive strategies, is an essential
characteristic of a good reader. Reading comprehension and attitudes
towards reading.

 Motivation, as a variable, influences whether it is intrinsic or extrinsic,

whether it is task-oriented or action-oriented, whether the reader feels
effective in the task of understanding, and the value that is given to
success school. Within the motivation should be mentioned the value
that is given to school success (Wigfield and Asher, 1984), because
the more value is given, the motivation of students to get involved in
school tasks will be greater and this will be seen reflected in the
predisposition to start doing them and in the enjoyment when
performing them (Defior, 1996).

 Working memory is essential in the comprehension of reading and in

the production of language. When a person reads, the new information
 received is stored in the working memory and remains there for a short
period (Alliende and Condemarín, 1990, Defior, 1996, among others),
which allows to relate it to previous knowledge or experiences
(information processed previously). If the working memory did not
allow the reader to store that information, even for a short period, in
such a way that it could not be used to elaborate hypotheses, questions
or make inferences, the text that is being read could not be understood.

c) Variables of activity: referred to the type of text, to the different goals that
the reader is drawn and the adequacy between goals and resources.

 It is usual to distinguish between expository and narrative texts; of

which, the latter are easier to understand because they offer a temporal
reference, a chronological order and seek to entertain the reader. On
the other hand, expository texts do not give a temporal referent or
order Comprehension of reading and attitudes towards chronological
reading. In addition, to understand them, it is necessary for the reader
to make more inferences and to constantly relate what he reads with
his previous knowledge and experiences.

 Regarding the adequacy between goals and resources, it is important

for students to know what the reading they are going to make
demands, in order to put into practice the necessary resources to
understand it. There are other variables that can influence the process
of reading comprehension, such as the chronological age of the reader
(Alliende and Condemarín, 1990 and Thorne and Pinzás, 1988), skills,
materials, school curriculum, budget,
 CONCLUSIONS

 It is essential that the teacher orient their students at every moment of reading,
whether in before, during and after reading. And it is also important that you
know what strategies to use for each moment.

 It is necessary for teachers to become aware and self-critical about how to use
reading strategies in order to facilitate the teaching process and learning to be
lasting and meaningful.

 The planning of the phases of the reading, enriched each one of them with the
respective strategies, will make the student develop his critical thinking and
logical reasoning.
 BIBLIOGRAPHIC REFERENCES

 READING AND LEARNING COMPETENCE. Isabel Solé October 25, 2009

riss17 Leave a comment Go to comments I want to highlight the contributions
made by this Spanish researcher about the understanding of reading. Teaching
reading is a complex process that requires intervention before, during and after.
And also consider the relationship between reading, understanding and learning.
This is the concise conception of Isabel Solé ... 759 Words | 4 Pages
 Solé I. (1992) Reading strategies. Barcelona, Graó / ICE. Teaching to read is not
easy at all. Reading is a complex process, it requires an intervention before, during
and after. And also consider the relationship between reading, understanding and
learning.
 Carrasco, A. (2003). "The school can teach reading strategies and promote their
regular employment."
 Mexican Journal of Educational Research,
 Vol. 8, No. 17, January-April, pp.129-142.
 Cubas Barrueto Ana Cecilia; attitudes towards reading and reading
comprehension levels in sixth grade students; Pontifical Catholic University of
Peru; Lima - 2007
 Eslideshare.net/marinahc/strategies_for_the_phenomenon-of-the-reading
 www.terras.edu.ar/biblioteca/3/La_ensenanza_de_estrategias.pdf
 www.monografias.com/trabajos53/estrategia-lectura/estrategia-lectura-shtml
 htp: /www.monografias.com/trabajo38/comprension-lectora/compnrension-
lectora.shtml
 Len
 http://lenguajeycomunicacionrosarito.blogspot.pe/2013/02/estrategias-de-
lectura.html