Universidad de Las Américas

Facultad de Educación
Pedagogía en Inglés
 
 
 

“How to improve Reading Comprehension skills by teaching reading strategies and using
Information and Communication technologies in Chilean English as a Foreign Language
classrooms”

Seminario de grado en conformidad a los requisitos para obtener grado académico de Licenciado
en Educación.

Francisca Agusto Salina

19.551.818-1
Natacha Pinilla Rebolledo
14.070.016-2
Teacher: Claudio Hernández
July 24th, 2019

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Acknowledgements

You arrived when I was not waiting for you and I loved you even when I did not know you; in
fact, you were the reason to fight for.  My lovely Johary Barraza Agusto.
I would like to thank not only my teachers Marcela Vildoso, Claudio Hernández, Alejandra
Cañete and Daniela Ubilla, but also, my friend Antonio Lu for being my family since I arrived
here, for their support and comprehension during this process, also to Miss Pamela Ramirez for
her time and ideas to help and guide our research, giving us the tools to work with technologies.
Additionally, my sincere thankfulness to my partner Natacha Pinilla, for her patience, love and
sincerity in this work. Finally, I want to thank Miss Claudia Vargas, who guided and inspired me
from an unknown land.

Francisca Agusto Salina.

To my parents and brothers, for their love and to make me feel how proud they are of me. To my
daughters Catalina and Emilia, for their patience and unconditional support, only God knows how
much I love them. To my husband, for supporting me with this desire to become a teacher and
invite me to continue dreaming without limits. To my friends, my sisters in life who were always
there to support me, cheer me up and encourage me when I felt I could not do it anymore, thanks
girls, without you I do not know if I could have done it. Finally, to my teachers, I admire them,
and I appreciate their love and dedication during these five years, thanks for showing me the path.

Natacha Pinilla Rebolledo

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Abstract

Due to the challenges of the XXI century, it is necessary to promote learning by using innovative
strategies and technologies. Therefore, this study aims to improve reading comprehension skill by
teaching reading techniques and using Information Communication and Technologies. For
instance, the data were collected in the schools “Liceo Miguel Rafael Prado” and “Instituto
Tecnológico San Mateo” with students from ninth grades, where the strategies were taught and
practiced with authentic texts and the use of the platform Read Theory took place according to the
objective. Due to the requirements to get the variables, the graphs were provided by the platforms
in terms of improvement and to get quantitative information, as well as, a survey was done to
obtain the data about the teachers of English of the corresponding schools not only to get the
numbers, but also to analyze qualitative aspects.

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Acknowledgements…………………………………………………………….2
Abstract ……………………………………………………………………….. 3

Chapter I Theoretical Framework

1.1 Rationale …………………………………………………………………...6

1.2 Introduction ………………………………………………………………. 8
1.3 Research questions ………………………………………………………... 13
1.4 Variables …………………………………………………………………. 13
1.5 Variants …………………………………………………………………… 13
1.6 Objectives (General and Specific) …………………………………………14
Chapter II Literature review
1.7 Literature review …………………………………………………………...15
1.7.1 ICT ……………………………………………………………………..15
1.7.2 Nick Peachey …. ………………………………………………………15
1.7.3 Enlaces …………………………………………………………………16
1.7.4 Conycit………………………………………………………………… 17
1.7.5 Agencia para la Calidad de la Educación …………………………… 18
1.7.6 Curriculum Nacional (National Curriculum Office) ………………… 19
1.7.7 Read Theory…………………………………………………………….20

Chapter III Methodological Framework

2.1 General Characteristics of the investigation……………………………… 21

2.2 Disciplinary methodological Aspects………………………………………21

2.3 Type of the study Characteristics of the sample…………………………….22

2.3.1 Quantitative and qualitative Aspects…………………………………… 22

2.3.2 Description of Istituto Tecnológico San Mateo Sample …………………27

2.3.3 Description of Liceo Miguel Rafael Prado Sample………………………27

2.4 Sessions Descriptions……………………………………………………… 28

2.4.1 Instituto Tecnológico San Mateo Sessions Descriptions…………………29

2.4.2 Liceo Miguel Rafael Prado Sessions Descriptions……………………… 33

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Chapter IV Results and Analysis

3.1 Results of Liceo Miguel Rafael Prado Sample…………………………… 37

3.2 Results of Instituto San Mateo Sample …………………………………… 41

3.3 Survey Results………………………………………………………………45

3.3.1 Close questions result…………………………………………………......45

3.3.2 Open question analysis…………………………………………………....48

Chapter V Discussions and Conclusions

3.4 Discussion…………………………………………………………………..49

3.5 Limitations………………………………………………………………….54

3.6 Conclusions ………………………………………………………………...54

3.7 Proposal……………………………………………………………………. 55

3.8 Future Research …………………………………………………………….56

References ……………………………………………………………………...57

Annex…………………………………………………………………………...59

Annex A………………………………………………………………………...60

Annex B……………………………………………………………………….. 61

Annex C……………………………………………………………………….. 62

Annex D……………………………………………………………………….. 63

Annex E……………………………………………………………………….. 66

Annex F……………………………………………………………………….. 67

Annex G………………………………………………………………………. 68

Annex H………………………………………………………………………. 73

Annex I…………………………………………………………………………76

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 Chapter I Theoretical Framework:

“When Technology is partnered with rich learning experiences in thoughtful, purposeful manner,
we can elevate traditional instructional practices to prepare students for the world of today and
tomorrow” (Burns, 2019)

1.1 Rationale

     Information and Communication Technologies (I.C.T), have gained a groundswell of interest.

Since the massification of internet, their nature has highly changed the face of education over the
last few decades. Governments associated to the United Nations Educational, Scientific and
Cultural Organization (UNESCO) have mentioned that better access to ICT in education gives
people a better chance to compete in the global economy, promoting development of a skilled
workforce and facilitating social mobility (UNESCO, 2013)
     Hence, the Chilean government, since 2004 through decree 81, regulates the strengthening of
English language learning, understanding that it is an unavoidable duty to include in its curriculum
and training strategies for the development of new skills that allow our students to compete in a
globalized and interconnected world (Congreso, Biblioteca Nacional de Chile, 2004).

Therefore, it is not at all unusual to find technologies in Chilean classrooms; such as projectors,
speakers, etc. All of them elements that facilitate the teaching-learning process.

      Taking into account that schools inserted in “Enlaces” program designed by MINEDUC, have
resources to contribute to improve quality of education through computer education and
development of a digital culture using ICTs, it might be necessary to put into practice the
availability of teachers to get into the program.
As stated by the OECD, 5% of professionals in Chile present a high level in reading
comprehension, while the average of the most developed countries yields 21%. Experts say that
the problem originates in childhood (OCDE, 2018). Thus, conduct learners in reading
comprehension techniques and set up an online platform with EFL purposes, by using the

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resources available in the Chilean publics’ schools will contribute to improve the lower reading
comprehension results.
     The present research is based on the improvement of reading comprehension, specifically,
through the use of ICTs.

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1.2 Introduction

A Language function refers to what students do with the language as they engage with content
and interact with others. Language has multiple functions. We use language for a variety of formal
and informal purposes, and specific grammatical structures and vocabulary are often used with
each language function. Some examples of language functions include:
● Compare and contrast
● Persuasion
● Asking questions
● Expressing likes and dislikes
● Cause and effect
● Summarizing
● Sequencing
● Predicting
● Agreeing/disagreeing
● Greeting people/introductions

Communicating function would probably be pointed out by most language users without major
consideration. Adding to the mentioned above, requesting, apologizing, informing, ordering as
well as promising and refusing are reasons for communicating our ideas among others.

To develop communicative abilities in students, while teaching them a foreign language implies
to work with the four skills of language -also known as the four skills of language learning-. These
are a set of four capabilities that allow an individual to comprehend and produce spoken language
for proper and effective interpersonal communication.

These skills are Listening, Speaking, Writing, and Reading. In the context of first-language
acquisition, the four skills are acquired in the order of listening first, then speaking, then possibly
reading and writing. For this reason, these capabilities are often called LSRW skills.

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 Listening is the first language skill we acquire in our native language. It is what is known as a
receptive skill, or comprehensive as it requires us to use our ears and our brain to comprehend
language as it is being spoken to us. It is the first of two natural language skills, which are
required by all-natural spoken languages.

Speaking is the second language skill we acquire in our native language. It is what is known as a
productive skill, as it requires us to use our vocal tract and our brain to correctly produce language
through sound. It is the second of two natural language skills.

Writing is the fourth language skill we may acquire in our native language. As with speaking, it
is a productive one, as it requires us to use our hands and our brain to produce the written symbols
that represent our spoken language. Along with reading, it is one of the two artificial language
skills, as not all-natural spoken languages have a writing system.

Reading is the ability of being a literate person that means a person capable of decoding and
encoding, that is, being able to pronounce the written words and access their meaning. This
elementary literariness requires knowledge of phoneme/grapheme relationships, family words and
simple syntactic models. This literacy competence allows people to write notes, read to memorize
or follow instructions. And it was considered sufficient for most of the jobs available until the first
half of the 20th century.

The contribution of constructivism post 60s to educational didactics generated a paradigm shift
in virtue of which the student is the protagonist of his learning. The result of the evolution of the
child's knowledge is, from the constructivist perspective, a bidirectional process of exchange
through which the child constructs and reconstructs intellectual structures that allow him to
account, in an increasingly sophisticated way, of the external world and its transformations (Villar,
2001).

This new way of conceiving learning impacts the teaching practice. The teacher must be
creator, inventor and designer of appropriate learning situations. They should teach by facilitating
learning. And in turn, students are responsible for their own learning; only they can direct their

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attention towards the task of learning and make an effort to generate relationships between the
stimuli and the accumulated information, and be able to construct the meanings for themselves
(Sanabria, 2019)

The process of knowledge construction depends, in large part, on the strategies that the learner
can activate and apply effectively during the reading process. According to E. Kozminsky, L.
Kozminsky (2001, p. 189) “Knowledge of reading includes, among other factors, knowledge of
reading strategies, knowledge the goal of reading, what reading strategies to apply, how to apply
them effectively, when each strategy should be applied and why.”

The skills are procedures executed with a certain degree of automaticity and without the need for
systematic and direct control during the realization process. They are ultimately routine
procedures or automated general routine (Nieto, 2003). Nevertheless, the strategies are
intentionally deliberate and purposive procedures and whose execution requires control
-regulation, systematic and continuous evaluation during the process aimed at achieving the
objective.

In this research, the strategies of reading comprehension used following the ideas taken from
Qanwal and Karim, (2014) and Scotish Government Education are the ones explained below:

Questioning to understand: when questions are asked by the students, they need the correct
answer to improve their knowledge about a specific topic (before, while and post reading). Before
they start to read, if they make some questions about the reading, they will find a purpose to read
and realize that the answer is going to appear in the text and allow them to understand better.
Skimming: strategy that is used to have a preview of the reading (before reading), the goal is to
get the main idea of paragraphs, chapters or pages from a text by reading the topic sentence and
the concluding sentence.
Scanning: It is about searching for specific information (before reading), that is, vocabulary,
dates, year, names, etc. by reading quickly the pages of a text locating what the reader is looking
for.

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 Predicting: when it comes to predict (before, while and post reading), students have a
connection with the text and find the purpose of it, when this happens, they make predictions in
order to know what is going to happen next.
Making Connections: when students find the purpose of a text, they connect the reality to what
is happening in the text (while reading), according to the author’s point “Through this strategy
reader looks the currently got information of the target text in the light of his previous life
experiences, other texts he ever read before, and cultural and global matters to enrich the meanings
and deepen the understanding of what the author says”. (p. 1022)
Visualizing: when learners start to read and comprehend a text (while reading), is able to
understand main details and give a context to it; begin to create mental images of the environment,
characters, objects, etc.
Summarizing: It takes part once the text is finished, if the students understood and connect their
reality with the text, main ideas and the purpose, it is time to produce a summary, that is, writing
the text with your own words using cohesion and coherence explanation of general ideas.

Reading is an intellectual action and known as an active and comprehensive skill by

understanding written messages. When students comprehend or understand written texts, and
combine their understanding with prior knowledge, they are able to perform the following three
reading-comprehension skills.
Reading is a complex, purposeful, interactive, comprehending, and flexible activity that takes
considerable time and resources to develop (Bojovic, 2019). Reading is a process of getting
meaning from and bringing meaning to a text. Reading comprehension skill places an important
role in the acquisition of English as a Foreign Language (EFL). Due to the fact that through
reading suits to acquire new vocabulary, ameliorates cognitive processes and allows the reader to
know new cultures through real language. “Despite the proliferation and popularity of video and
audio on the internet, the vast majority of what is published and consumed online is still text”
(Peachey, 2019). That is, considering that students socialize and learn through technologies, it
must be included the Information Communication Technologies (ICTs) as a tool in the English
acquisition process.

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 Additionally, set on a Read Theory platform by using the resources given by the Chilean
government through the ENLACES program. Both of them are going to be defined in the
following pages.

This work has been organized, in the following chapters. To illustrate, chapter one consists in
explain the main objectives, questions, the justification and the rationale that will explain the
importance and significance to implement instructional reading comprehension techniques and the
use of ICTs as a tool to improve reading skills in EFL classrooms. The chapter two which cover
the literature supporting through the work of different authors. Chapter three methodological
framework. To elucidate, the main aspects mentioned are qualitative and quantitative, sample and
universe description, methodological procedure, and resources used. The chapter four it consists in
the results analysis, leaded by the main and specifics objectives. Finally, chapter V, this chapter
considerers a discussion, proposal and future research.

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1.3 Research Questions

Research questions of this study focus on the reading comprehension achievement of English as a
Foreign Language and its relationship to the effectiveness of reading comprehension instructional
strategies.

1. Would secondary EFL Chilean students improve their reading skills by using specific
techniques?
2. Would a specific student-instructional online platform such as Read Theory help to
upgrade their initial reading skills state?

1.4 Variables

● If reading comprehension techniques were taught to EFL students, would they improve
their reading skills?
Independent Variable: Reading comprehension techniques 
Dependent Variable:  Reading skills

● To use an online platform for reading comprehension purposes, would help to improve the
results?
Independent Variable: The use of online platform
Dependent Variable: Reading comprehension

1.5 Variants

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 1. Points Earned by the students: the number of points earned by each of your students.
Students can earn points in a number of ways, primarily by answering questions correctly
and exhibiting sound quiz performance at their level.
2. Quizzes taken: the number of regular quizzes taken by students during the process.
Quizzes are broken down by grade level in relation to the student's pretest grade level
score. Regular quizzes taken in the main area of the platform program may be lower,
higher, or at the same grade level than the pretest.
3. Average grade taken by the students: reading levels are a relative measure designed to
approximate U.S. grade school levels, developed by Read Theory platform to calibrate the
reading comprehension lessons in terms of their overall difficulty.
4. Manage of Reading comprehension techniques: those who are ready known and
applied by the students during the process.

1.6 Objectives
Our research aims at finding a solution for this challenging problem of lower levels of
reading comprehension in EFL Chilean classrooms. Our objectives are the upcoming:

1.6.1 General
To improve reading comprehension by implementing specific reading comprehension techniques.

1.6.2 Specifics
● To implement reading comprehension techniques such as: skimming, scanning,
questioning and understanding, making connections, inferring, summarizing and determine
the importance of short texts.
● To evaluate, after applying reading comprehension techniques-skimming, scanning, etc. -
and by using Read Theory platform, either the EFL high school graders improve their
reading comprehension skills.

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 Chapter II Literary Review
2.1 Literature Review

2.1.1 ICT

No one can deny the impact that technology continues to have on almost every aspect of our
daily lives, nor the speed with which new developments are adopted by us.
ICT (Information and Communication Technologies) are present in many aspects of our lives. It
can be assuming that through technology many information is available for free. By using
cellphones, tablets or PCs and pressing a button, learners can have the information needed almost
immediately. Tony Wagner in his book “The Global Achievement Gap” (Wagner, 2010)
describes seven survival skills deliverables by 21st century learning. These are:

● Critical Thinking and problem solving

● Collaboration Across Networks and Leading by influence
● Agility and adaptability
● Initiative and entrepreneurialism
● Effective oral and written communication
● Accessing and analyzing Information
● Curiosity and imagination

which ones that are associated with proactive development and change and have clear links with
how business and society have developed in recent years with ICT embedded throughout their
operations. The importance of ICT in education as a sector is far greater than the consideration of
ICT as a discrete knowledge-based subject, and it should be seen as such.

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2.1.2 Nik Peachey

Nik Peachey has been involved in education since 1990 and has worked all over the world as a
language teacher, teacher trainer, technology trainer and educational technology consultant
(British Council, 2016). He is an award-winning course designer and materials writer and the
author of:

● Digital Video - a manual for language teachers

● Web 2.0 Tools for Teachers

● Ten lesson in Digital literacy

● Think Critically trough Media

Last year on October 30th, Universidad de las Américas (here after UDLA), was invited to
participate in a webinar, in that opportunity Nik Peachey talked about “Thinking Critically
through Digital Media”. According to Nik using technology in education has its benefits. Giving
access to information and content to those who have not had it before is one of those benefits. It
also adds “developing students’ learner autonomy and the ability to discover for themselves”
(Peachey N., n.d.) to that list. Another important benefit of using technology in education is the
ability to create engaging and situated learning that is student-driven.

Certainly, everything has another side as well, and the author mentioned that sometimes the
school’s focus is on hardware: Buying tablets, iPad/Pcs or software. And by doing that, learning
will be magically more effective. Which is not. Hardware is important for sure, but it becomes
useless without the proper teacher training in using these tools.

2.1.3 Enlaces

Enlaces, Education and Technology Center of the Chilean Ministry of Education, was born in
1992 with the aim of contributing to the improvement of the quality of education through
educational informatics and the development of a digital culture. It works with all subsidized

16
schools in Chile, delivering teaching strategies with the use of technology, training teachers,
offering workshops for students and making available digital educational resources and
infrastructure (Enlaces, 2019).
Since 1992 Enlaces contributes to:

● Reduce the digital gap among teachers, by capacitating them.

● Change the perception of the role of ICT.
● Develop "essential competences" of the 21st century, like digital competences, and those
related to the search and selection of information, communication and teamwork, critical
analysis and problem solving.

Enlaces, in its search to integrate Information and Communication Technologies (ICT) in

education and develop skills in the different actors of the school system, developed, during 2012, a
matrix of ICT skills for student learning with the aim of guiding the design of policies aimed at the
school system around the development and measurement of these. This proposal of ICT skills for
learning is fundamentally related to changes in the social environment, in students and in
education, and follows the dynamics of the updates that other countries and institutions have made
or are performing.

2.1.4 Conicyt

The Comisión Nacional de Investigación Científica y Tecnológica (here after CONICYT) is an

autonomous and functionally decentralized corporation, with its own assets, designed to advise the
President of the Republic in the planning of scientific and technological development.

It has three main objectives:

● Strengthen the country's scientific and technological base
● Promote the formation of advanced human capital
● Promote a scientific and technological culture in the population.

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 Due to its autonomous category, and disposition of own resources; CONICYT through its Fondo
de Fomento al Desarrollo Científico y Tecnológico (here after FONDEF) funds have financed
different research projects oriented to the development of technologies and their application in
education.

To illustrate, the VirtuaLab-Usach team has worked with several projects in the area of visual
technologies, and in 2009 it was awarded government resources, through the FONDEF among
other factors, by the repeated low results in reading comprehension in the SIMCE, PISA and IALS
tests, academics from the University of Santiago developed a technological package, whose
repeated and systematic use will allow this practice to be perfected.

2.1.5 Agencia para la Calidad de la Educación

The law stipulates that the object of the Agency will be to evaluate and guide the educational
system so that it is aimed at improving the quality and equity of educational opportunities. That is,
every student has the same opportunities to receive a quality education (Congreso, bcn, 2019).
Therefore, two of its central functions are to evaluate and guide the educational system to
contribute to the improvement of the quality of educational opportunities.

The Agencia para la Calidad de la Educación (Agency for the Quality of Education) has been
working for some years to make available to the school communities’ tools that contribute to the
improvement of Reading.

The agency said that Reading Comprehension is an essential tool to develop new learning and
is the basis of lifelong learning. They consider that reading is the gateway to knowledge in other
areas of the school curriculum (reading to learn), stimulates creativity and imagination of children
(reading to enjoy) and stimulates the opening to new worlds and conversations.

During 2016, they carried out the Improvement Project, an initiative to guide educational
establishments and thus work on reducing gaps, ensuring that all children of 2nd grade can read
comprehensively.

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 Hence, it is possible to have virtual access to various tools for school communities such as:
Innovative strategies for the development of thought, diagnostic evaluation of progressive
assessment and strategies to assess as an example.

Finally, it is important to mention that in 2017 was known the result of PIRLS (Progress in
International Reading Literacy Study) test. The evaluation in which Chile participated for the first
time, concluded that the Chilean students obtained results close to the international average, that a
high percentage of them reached levels expected in the subject. Therefore, it can be concluded that
programs which promote reading comprehension skills have positive effect in the learners.

2.1.6 Curriculum Nacional (National Curriculum office)

It is demonstrated that the sooner students start to read the better reading comprehension they
are going to have (MINEDUC, 2019). Therefore, The National Curriculum have instruments and
programs to help teachers and students in their teaching-learning process.

(source http://www.curriculumnacional.cl/614/w3-article-70748.html)

For instance, the reading program “Leo Primero” whose objective is that all first-year
elementary students learn to read. To this end, the program includes training for teachers at those

19
levels, renovation of libraries, concrete material and digital resources for schools and families.
Thus, achieving in this way to articulate all the actors involved in the reading teaching process.

2.1.7 Read Theory

Read Theory is an educational tool that offers online reading activities for all ages and ability
levels. The custom web application adapts to students’ individual ability levels and presents them
with thousands of skill building exercises that suit their needs.

The quizzes span the full range of reading levels, beginning with elementary school reading and
ending with the most demanding college-level passages. The program meets national benchmarks
and is aligned with the U.S.A Common Core State Standards (CCSS).

Read Theory fosters a dynamic classroom environment. It is contemplated that teachers who use
the program gain the freedom to provide more individualized instruction, and the platform
provides detailed reports, so teachers can track student progress using statistics, graphs, and charts.

It is expected that the program to be fun and motivational. That is why there are implemented an
array of game mechanics into our program. Students earn points and achievement badges along
with their reading scores.

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 Chapter III: Methodological Framework

3.1 General characteristics of the investigation

The mixed method represents a set of systematic, empirical and critical research processes
and involve the collection and analysis of quantitative and qualitative data, as well as their
integration and joint discussion, to make inferences product of all the information collected
and achieve greater understanding of the phenomenon under study (Hernández, 2014).

In like manner, the methodology adopted to achieve a wide and deep perspective of the
phenomenon in study and optimize the results this research considers a mixed poll -applied at
the teachers involved- classrooms observations, and quantitative information collected from
the data provided by the platform used.

The different authors mentioned in the research serve as a source to gather information
on the integration of instructional reading comprehension strategies as well as ICTs in
secondary EFL education classrooms.

Our research is based on a sample survey with local representation in two schools in
Santiago, which have a percentage of 80.53% and 90.1% of socioeconomic vulnerability.
Therefore, these results cannot be extrapolated to the total number of beneficiaries of the
Enlaces network in the country, but to those who are in the vulnerable social conditions.

3.2 Disciplinary Methodological aspect: Presentation Practice and Production (PPP).

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 This research was carried out in the classrooms using the PPP procedure, which is
commonly used in EFL classrooms and around the world, due to the fact that teachers can use
it to teach English not only for lower levels, but also following a sequence of contents or
topics (Harmer, 2007).
That is, firstly, the implementation of the strategies in the classrooms were taught by
presenting them a topic and context in this case what the purpose of reading is and the
strategies. Secondly, the students had the opportunity to practice with short texts each strategy
in a controlled way where the teacher takes place facilitating the language correcting mistakes
and giving feedback in the moment, to then finally, learners produce what they have learned
using the platform with electronic texts and improving reading in the practice stage with the
strategies taught.

3.3 Type of study and characteristics of the sample.

3.3.1 Quantitative and Qualitative aspects

The quantitative aspects are provided by a poll with open and closed questions which were
applied to the teachers from English departments of the corresponding schools and by the
graphical information gathered from the “Read Theory” platform; at the same time, the
qualitative aspects were collected in the open questions delivered, taking the general opinion
of teachers and some points of disagreement about the uses of ICT in EFL classrooms.

Firstly, the poll applied consists in

six questions whose purpose is to
collect information related of the
ICT´s availability in the school
and their uses in the EFL classrooms.

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 For more detail refers to the annex
A.

Secondly, the graphs provided by the platform used in the present research are explained in
detail below:

a) Knowledge points: This graph shows the number of points earned by each of the
students. Students can earn points in a number of ways, primarily by answering
questions correctly and exhibiting sound quiz performance at their level. The provided
points are purely a motivational tool for students. The number of points earned does
not change as a function of grade level or Lexile level.

b) Quizzes Taken: This graph shows the number of regular quizzes taken by students in
this class. Quizzes are broken down by grade level in relation to the student's pretest
grade level score. Regular quizzes taken in the main area of the program may be lower,
higher, or at the same grade level than the pretest.

c) Grade Level: Read Theory adapts to student performance. This means that students´
reading difficulty level may change after each quiz they take. Learners grade level may
go up, down, or remain unchanged based on the score.

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Here is how it works:
▲ Grade up: score 90% or greater
► Grade unchanged: score between 70% and 90%
▼ Grade down: score below 70%

d) Key ideas and Details: To master this common core standard, students must learn to
apprehend information that is explicitly stated by the author of the text given. The
answer to these questions can be directly pinpointed in the passage. Absent the ability
to rely on memory alone, these questions will require students to reexamine the
passage, or perform "research" into the origin of a question. This being the case, it will
be helpful to establish a mental outline of the passage by teaching them reading
comprehension strategies such as skimming and scanning. This way, students will have
a better idea about where to look to find such details.

Examples:
"How much will the new addition cost?"
"How many shells does Anna find on the beach?"
"Which of the following happens FIRST in an oxidation reaction?"

Goals:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated
in a text (e.g., through examples or anecdotes).

24
 e) Integration of Knowledge: To master this common core standard, students must learn
to form accurate conclusions regarding what is almost certainly true given the
information presented in the passage. This often requires students to consider the
passage, or an element of the passage, as a unified whole. Students need to step back
and look at the big picture, or general idea being conveyed. These questions typically
involve summarizing information related to the author's overall purpose, focus, idea,
tone, intention, or goal.

Examples:
"The author's tone in this passage is best described as..."
"In paragraph 4, the author writes, "The validity of such a claim is indeed questionable." This
statement is intended to..."
"If the author wanted to paint a portrait, he or she would most likely use which of the
following kinds of brushes?"

Goals:
Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
Compare and contrast one author's presentation of events with that of another (e.g. a memoir
written by and a biography on the same person).

f) Craft and Structure: To master this common core standard, students must learn to
infer the author's reasoning for the use of a word or phrase, placement of a sentence or
paragraph, or implementation of an organizational structure. Additionally, students
must learn to infer the meaning of a specific word in the passage using context.
Vocabulary specific questions may involve finding the best synonym, antonym, or
definition of a word. In addition, they may involve understanding word groups, word
parts, or how to properly apply the word in other, related contexts. It is necessary to

25
 mention that, everything necessary to infer the meaning of a vocabulary word is
supplied in the passage. Never will be required students to know the meaning of a
vocabulary word absent the use of contextual clues.

Examples:
"As used in paragraph 5, the word noxious most nearly means..."
"Based on its use in paragraph 2, it can be understood that the word deleterious belongs to
which of the following word groups?"
"If the following piece of information were added to this passage, into which paragraph would
it fit best?"

Goals:
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
Determine an author's point of view or purpose in a text and explain how it is conveyed in
the text.

Third, upon entering the program, students were asked to complete the previous exam. This
was a series of 8 quick diagnostic questions, which, according to the result, placed the learner
at the level obtained according to the American Common Core State Standards (CCSS).

Post-test or final test was the quiz taken at the end of the research process, which added to
the information of the process, yielded the results in terms of the student's progress. It consists
of multiple-choice questions that varied in level and difficulty depending on the learner's
improvement.

3.3.2 Description of Instituto Tecnológico San Mateo Sample

26
 This particular-subsided vocational school is located in Pudahuel, Santiago. Currently
has 1.300 student´s enrollment which belongs to the 90.1% of socio economical
vulnerability.
The curses are from 9th grade to 12th grade and the specialties for the last two levels are:
Electronics, Telecommunications, Tourism and Accounting.
English hours are distributed in the following table:
Curse Hours weekly

9th 4

10th 4

11th 2

12th 2

This research was applied by taking a sample of 45 students from 12th grade. Their average
age was 17 years old, and their English level basic-elementary (according to the CCSS).

3.3.3 Description of Liceo Miguel Rafael Prado Sample

This confessional school is located in Independencia, Santiago. Currently has 1.590
student's enrollment which belongs to the 80.53% of socio-economic vulnerability.
The courses are from kindergarten to 12th grade, considering the scientific-humanistic
curriculum.
English hours are distributed in the secondary students in the following table:

Level English hours

9th 4

10th 4

11th 3

12th 3

This research was applied by taking a sample of 45 students from 9th grade. Their average
age was 14.5 years old, and their English level is basic-elementary.

27
3.4 Sessions’ Descriptions
The present research consists in conducting students in reading comprehension techniques. Such
as:
● Questioning to understand
● Skimming
● Scanning
● Predicting
● Making Connections
● Visualizing
● Inferring
● Summarizing.

In order to successfully achieve the stated objective regarding the improvement of reading
comprehension, classroom sessions were contemplated where the strategies described above were
taught.

28
3.4.1 Instituto Tecnológico San Mateo sessions descriptions

The mixed type research was carried out, following the procedure detailed below:

Session Objective Description Resources

numbe
r

To log in in the platform After teacher created new student

www.readtheory.com accounts by using the grid
and take the placement provided, the students were able to
test log in and started reading Computer lab
immediately.
Whiteboard and
Student took the placement test markers
and their diagnosis level was
immediately show up.

To make predictions Teacher explained Reading

about youth stereotypes Comprehension techniques:
by the text given. Visualizing and Predict.

Data, projector,
Teacher used images of seniors,
whiteboard,
young people, and women with
markers, student´s
different styles and then asked the
book: Tunes Up.
students ideas about what the
images projected and what they
thought about them.

Then, students read the title of the

text ‘What’s in our appearance’

29
 and predicted what the text would
be about. Check new vocabulary
and read it aloud. Teacher started
reading and names a student to
continue. (For more detail see
annex B)

They answered the questions

about the text from the student´s
book and share their activity with
the class.

To apply skimming and Reading (Page 12-13 Student's

scanning reading book)
techniques
The professor explained the
strategies to be used, and how they
should be used.

Students briefly read (skim) the

text to get an idea of what it was
Data, projector,
and shared with the class ideas.
whiteboard,
Then, the teacher asked them to markers, student´s
find a specific word of the text book: Tunes Up.
(Scanning) and then join it to a
specific idea.

The students, when finished to

read the text, answered the
questions of the activity.

30
 At the end, the professor invited to
a reflection, and asked the students
about the usefulness of the
strategies learned and at in what
moment they would use them.

To read a text by Professor explained: "Making

applying Literary connections" strategy through
Messages technique. literary messages.

The students wrote down the

messages one by one in their
notebooks (see annex C) and gave
examples of their use.

Once completed, students read the

urban legend "Kennedy's blonde" Data, projector,
using "Making connection chart" whiteboard,
markers, student´s
In groups, the students shared the
book: Tunes Up.
results of their messages.

The teacher monitored the

students' interaction and facilitated
the process.

The teacher asked for some

examples of the literary messages
made in today's session to some
random students.

31
 To Integrate writing by The teacher activated previous
summarizing to knowledge referring to the reading
Data, projector,
demonstrate reading of the previous class. Then teacher
whiteboard,
comprehension asked them to write in two lines
markers, student´s
the topic of reading.
book: Tunes Up.
The students shared their answers
with the class.

Teacher then showed an example

of a summary of the story and
asked the students to compare
their answers with the example.

Invited to a reflection: How is it

different from your answer? What
idea could I add / modify to
improve it?

To analyze a written text The teacher presented a power

by using “questioning” point with some questions to
as a reading strategy. connect student’s previous
knowledge, she asked about the
process of Reading and Reading
comprehension strategies,
teaching one of them called
Questioning to understand.

The students received a text, and

they start to write 3 questions
Data, projector,
about the text, then they read it
whiteboard,

32
 and highlighted the answers. markers. Worksheet

In groups they shared the

questions and answers and gave
their opinion about the use of the
strategy, reflections and
conclusions.

To evaluate students’ Teacher made a review of the

progress by making a strategies learned during the
Computer lab, Data
final test. sessions and then
projector,
students logged in at the platform, whiteboard,
then took the test. The results were markers.
shown immediately.

For more information about the lesson plans, see annex D.

3.4.2 Liceo Miguel Rafael Prado sessions descriptions:

The sessions at the Liceo Miguel Rafael Prado were developed as follows:

Numbe Objective. Description. Resources.

r of
sessions
.

The students will be The teacher presented a power

able to apply reading point with some questions to

33
 comprehension connect student’s previous
techniques by knowledge, she asked about the
highlighting possible process of Reading and Reading
answers in a written comprehension strategies,
text. teaching one of them called
1
Questioning to understand.
Data projector,
The students received a text, and
whiteboard,
they wrote 3 questions about the
markers and the text
text, then they read it and
“Ana Johnson”.
highlighted the answers.

In groups, they shared the

questions and answers and gave
their opinion about the use of the
strategy, reflections and
conclusions.

2 The students will be The teacher introduced the topic

able to identify reading by asking to student about
comprehension Reading comprehension
techniques by giving strategies, then presented
information about a text Skimming and Scanning.
written and orally.
Students worked with the
complementary reading called
Supercomputerman, wrote about Data projector,
general ideas of the chapter 1 and whiteboard,
vocabulary. markers and
complementary
In pairs they presented about the
reading.
topic of the chapter 1.

34
 Finally, the teacher reviewed the
vocabulary, and took the students
to the computer lab and they did
the second quiz.

3 The students will be Teacher introduced the topic by

able to predict and make asking to students about if they
connections by writing knew a strategy to found
literary messages in a vocabulary or key words in a text
written text. and parts of it that they connected
with the reality. Then present the
strategy Making connections and Data projector,
predict. whiteboard,
markers and
Students worked in the chapter 1
Literary messages.
using literary messages given. To
then, predict about what is going
to happen according to what they
already knew.

Finally, they shared the messages

with the group.

4 The students will be Teacher started the class by

able to visualize and showing to students a piece of text
infer by answering that was about a land with a lot of
questions written and descriptions, and then asked them
orally. to draw what they imagined when
she read it. After that, the strategy
visualizing was presented, in Data projector,
order to, make the students whiteboard and

35
 understand what they were doing. markers.

Then, students worked in the

chapter 2 of their reading and the
teacher asked to answer 3
questions about inference.

In groups, they shared their

answers.

5 To evaluate student’s Teacher made a review about the

progress by making a strategies taught during the
final test on the implementation.
platform.
Students took the quiz 3 and the
last one. Computer lab.

Teacher asked them about

reflections and the importance of
the use of reading strategies.

6 To evaluate student’s The teacher created a summative

progress by making a evaluation about the
final test written of the complementary reading
complementary reading. “supercomputerman”. The
instrument had five questions with
Printed test
multiple choice, three open
questions and one activity by Pen
using literary messages (see annex
Markers
C)

36
For more information about lesson plans, see annex F.

Chapter IV: Results and Analysis

4.1 Results of Liceo Miguel Rafael Prado sample

According to the variants explained in the chapter one, the results were obtained in a quantitative
aspect as it is shown:

37
 Lower score Higher score Class Average

4 139 61

this graph represents the points earned by the students due to the number of quizzes taken, the
number of questions and the level of difficulty of them. On the one hand, the lower score has 4
points earned, because the student completed 1 quiz, on the other hand, the high score has 139
points since 4 quizzes were completed. Hence, the average of the knowledge points was 61 points.

38
This graph represents the number of quizzes taken by the students and it is disaggregated as
follows:

Total quizzes taken Above pretest level At pretest level Below pretest level

by the class

153 31 94 28

These numbers show the regular quizzes taken by the students during the implementation of the
study.

39
Pretest grade average

Lower level Higher level Average

1 5 1.8

Program grade average

Lower level Higher level Average

1 4.86 1.91

This graph shows how the students’ performance were in terms of difficulty of the text, and if
they go up, down or remain unchanged based on their score. On the one hand, at pretest level the
rhombus shows in which level they started to read. On the other hand, the program grade average

40
the bar on the graph demonstrates in which percentage of the score the students were. It was
observed an improvement of 6 percentage points.

Pretest Lexile Average

Lower level Higher level Average

100 820 331.2

Program Lexile Average

Lower level Higher level Average

134 185 339.7

Lexile levels used in Read Theory are measures of text complexity (see annex G). The Lexile
Framework for Reading is a scientific approach to measure both reading ability and the text
complexity of reading materials on the same developmental scale. The aspects considered in this
graph are: Key Ideas and Detail, Craft and structure and Integration of Knowledge, all of them
explained in the previous chapter. The graph shows an average of 331.2 in the pretest taken and an

41
average of 339.7 at the end of the program, improving 8.5 point total. That is a 2,57 percentage
points of improvement.

4.2 Results of Instituto San Mateo Sample

Lower score Higher score Class Average

22 1.024 169.3

This graph represents the points earned by the students due to the number of quizzes taken, the
number of questions and the level of difficulty of them. On the one hand, the lower score has 22
points earned, because the student complete two quizzes, on the other hand, the high score has
1.024 points since 44 quizzes were completed. Hence, the average of the knowledge points was
523 points.

42
 This graph represents the number of quizzes taken by the students and it is disaggregated as
follows:

Total quizzes taken Above pretest level At pretest level Below pretest level

by the class

100 41 27 32

These numbers show the regular quizzes taken by the students during the implementation of the
study.

43
Pretest grade average

Lower level Higher level Average

1 4.43 2.6

Program grade average

Lower level Higher level Average

1.33 4.6 2.96

This graph shows how the students’ performance were in terms of difficulty of the text, and if
they go up, down or remain unchanged based on their score. On the one hand, at pretest level the
rhombus shows in which level they started to read in this case the class got 2.6. On the other hand,
the program grade average the bar on the graph demonstrates in which percentage of the score the
students were this class got 2.96. It was observed an improvement of 11 percentage points.

44
Pretest Lexile Average

Lower level Higher level Average

110 750 71.66

Program Lexile Average

Lower level Higher level Average

223 744 80.58

The aspects considered in this graph are Key Ideas and Details, Craft and structure and Integration
of Knowledge, all of them explained in the previous chapter (see annex G). The graph shows an
average of 71.66 in the pretest taken and an average of 80.58 at the end of the program, improving
8.5 points total. That is a 12.45% of improvement.

45
4.3 Survey results

The following survey was applied to the English teachers of both schools. The survey was
executed in L1 of the respondents in order to obtain better results.

The instrument consists of six closed questions. Additionally, the analysis of an open question
that corresponds to the qualitative aspect of the investigation is shown.

4.3.1 Close questions:

1) ¿Desde su perspectiva, qué importancia merece la utilización de recursos tecnológicos, como

apoyo didáctico en los procesos de enseñanza-aprendizaje?

2) ¿Cree usted que los recursos tecnológicos favorecen la adquisición de aprendizajes,

gracias a los ambientes simulados para la experimentación y el contacto directo?

46
 

3) ¿Piensa usted que el uso de recursos tecnológicos nos hace dependientes y poco
reflexivos al momento de utilizarla como apoyo en el aula?

4) ¿Implementa la tecnología dentro del aula como herramienta didáctica? ¿Cuales?

47
 5) ¿Considera usted que los recursos tecnológicos permiten una mayor interacción con
el

conocimiento motivando el proceso de aprendizaje en su disciplina?

6) La internet se ha convertido en una herramienta que permite acceder a una infinidad

de información, desplazando al paso de los años a las bibliotecas como fuente
primaria de consulta. ¿Enseña usted el uso adecuado de la tecnología y manejo de
la información que esta proporciona?

48
4.3.2 Open question analysis

¿Desde su perspectiva, qué importancia merece la utilización de recursos tecnológicos, como

apoyo didáctico en los procesos de enseñanza-aprendizaje?

Los profesores coinciden en el aspecto positivo del uso de tecnologías. Sin embargo, no es
considerado como primordial. Los encuestados manifiestan el uso de tecnologías en aula en la
mayoría de sus clases. Los profesores encuestados que cuentan con salas temáticas tienen en ellas
proyectores y parlantes que les facilitan el uso e implementación de tecnologías en el aula.

Los profesores encuestados concuerdan en que lo más importante serán las variaciones
metodológicas y las estrategias utilizadas por el profesor más que el uso de tecnologías.

Otros mencionan la necesidad de contar con los recursos necesarios para su implementación.
“…es igual de importante tener los recursos, no depende solo del profesor.

49
 Chapter V: Discussions and Conclusions

5.1 Discussion

This research was an intended of giving a solution for the challenging problem of lower levels
of reading comprehension in EFL Chilean classrooms. As it was mentioned in the previous
chapter, these results cannot be extrapolated to the total number of beneficiaries of the Enlaces
network in the country.

This chapter provides a detailed description of the study’s data collection procedure, an analysis
of the survey data and student assessment data. This quantitative method of data analysis
described in this chapter showed the presence of patterns and significant relationships between the
variants.

First, according to the General objective of the study: To improve reading comprehension by
implementing specific reading comprehension techniques, it can be said that the application of
reading comprehension strategies by using an ICT tool as “Read Theory” has a positive impact on
the subjects. Not only the results growth in those students who actively participated in the
program. But also, learners express an improvement in other projects by applying the strategies
that were taught.

Second, owing to one of the specific objectives: to implement reading comprehension

techniques such as: skimming, scanning, questioning and understanding, making connections,
inferring, summarizing and determine the importance of short texts. It can be postulated that:

a) The instruction of the selected reading comprehension strategies was effectively taught in
the estimated timeframe, evidencing its application in the quizzes taken on the platform,
showing an effect on the students.
b) The best strategy received by the students was the use of "literary messages". These, being
symbols comparable to those used in social networks, represented a language similar to
that used by the subjects and therefore adopted naturally. There is evidence of
improvement in the analysis of narrative texts, as well as collaborative work during the
process; since, students were able to share their "messages" and build ideas together.

50
c) On the other hand, the less strategy worked was “Summarizing”, due to the fact that
deficient readers are not conscious of the purpose of expressing/identifying the main ideas.
Additionally, semantic progression of sentences and clauses are difficult to apply by low
level students. And, it is difficult to retain the thematic progression in the context by low
level students. Therefore, there is agreement in terms of that the time allocated to work
with strategy is insufficient. However, it is considered that with the appropriate
pedagogical adjustments it will be possible to fill the grammatical and structural gaps that
exist among the students.

Third, in relation to the second specific objective: To evaluate, after applying reading
comprehension techniques-skimming, scanning, etc. - and by using Read Theory platform,
either the EFL high school graders improve their reading comprehension skills it can be
concluded that:

a) The average of the “Grade level, students’ performance” shown by the platform at
the end of the program was 2.4. Considering that the pretest taken by them was 2.2,
the improvement represents 10%. Learners were able to demonstrate effective
reading comprehension in texts with greater difficulty compared with the pretest.

b) Regarding to the Lexile Level of the passages taken by the students shows an upgrading
of 235.2 points. Having 166.9 in the pretest taken, at the end of the program students were
able to achieve 402.1. To put it in another way, students were able to achieve a 140% of
improvement. This item corresponds to craft and structure, integration of knowledge and
Key ideas and details. Consequently, students show that the information which was
explicitly stated by the author of the text given, additionally ameliorate how to form
accurate conclusions regarding what was almost certainly true given the information
presented in the passage, and finally learners show a positive result inferring the author's
reasoning for the use of a word or phrase, placement of a sentence or paragraph, or
implementation of an organizational structure.
The information provided by the platform shows a consistent progress in those students
who use the program effectively.

51
To illustrate, the students’ performance chosen in the following graphs elucidates a progressive
improvement during the implementation of the strategies as it is shown as follows:

The grade level progression shows how the student ameliorate the comprehensive skills by
answering the questions that were more difficult during the percentage obtained in the previous
quizzes and at the same time the strategies that were taught.

52
Other aspects to mention are the cases that obtained lower results. As it shown in the graph. This
students’ performance with only two answered quizzes, one level drops in “Grade Level”
progression is observed.

Additionally, a drop of 260 points was shown in Lexile level Progression. Its initial score was 560,
at the end of the program, its score was 350 points. That is 62.5% of decrease.

53
In line manner it is visible the results of the other students’ performance, who do not show a
significant improvement at the end of the program.

It is possible to say that if the students followed the program in the proposed manner, it would
have obtained similar results to those successfully expressed by its classmates.

In a similar way to the example exhibited above, the student only took two quizzes, not revealing
any change from the diagnosis until the end of the program.

54
5.2 Limitations

Student demographics and other variables, such as home, school climate, and individual student
motivation, could affect student achievement. Student achievement scores could also be impacted
by background knowledge, life experiences, individual learning styles, and non-surveyed
strategies.

Small sample size also impacted this study. The schools chosen to have a total enrollment of
2.900 students, and the sample corresponds to 1.82% of the universe.

Semantic progression of sentences and clauses are difficult to apply by low level students. It is
difficult to retain the thematic progression in the context by low level students. Additionally,
students of low levels do not understand some concepts or important vocabulary related with the
text, causing difficulties to identify the main ideas. Lower speed readers frequently read each
word of the text, and sometimes more than ones to understand it. Finally, Readers do not know
how the material is structured. Consequently, do not know how to identify key words and phrases
quickly in the texts. All aspects may affect the final score of the students during the program.

5.3 Conclusions

In conclusion, it is suggested that EFL teachers should teach the reading strategies to the
students and apply them during the reading lessons. If it is done students will be adequate readers.
They can understand and make comments about reading passages. Without these strategies a
reading lesson does not have much value and student only reproduce words and sounds in a no
meaningful purpose for their acquisition process. In addition, through the use of the platform Read
Theory, learners could implement these different techniques to practice using electronic texts that
do not only contains new words, new contexts for those words, but also, they enjoy the reading
that goes with it according to their level. Also, the writing assignments are varied and thought-
provoking which help to develop critical thinking at the same time.

55
 Finally, it is possible to announce that using the virtual platform Read theory and reading
comprehension techniques has a positive effect in the subjects. As a result, students developed a
growth in their reading comprehension skills and enhanced their motivation and the learning
process in EFL.

If students are indeed to be active participants in their own learning process, then they must have
the opportunity and the freedom to challenge, experiment and collaborate. That is, continuing
searching for strategies and activities which enhance our future students, and reinforce our
commitment, not only to improve their reading comprehension skills, but also to guide them how
to develop competences which help them in their academically and professional future.

5.4 Proposal

As students’ progress through school, they are asked to read increasingly complex informational
and graphical texts in their courses. The ability to understand and use the information in these
texts is key to a student’s success in learning. Successful students have a repertoire of strategies to
draw upon and know how to use them in different contexts. For these reasons, and considering the
results of the present study the proposal of the researchers are as follows:

a) Reading comprehension strategies should be taught from the beginning of the

school period and progressively worked out as the academic year progresses.
b) Teachers must, as a team, decide which strategies best fit their school culture and
work them in a cross-curricular way.
c) Teachers should be instructed in the use of the platform to obtain their maximum
benefit.
d) Teachers have to enable the written answers section and give appropriate feedback
to the student in the comments sections.
e) Strategies should be monitored by the teacher on the platform and regularly inform
students about their performance.
f) Schools must provide the necessary technological resources to teachers for the
proper development of the program.

56
5.5 Future Research

The results of this study prompt further discussion, reflection, and inquiry on the unanswered
questions about future reading comprehension achievement of reading skills in EFL Chilean
classrooms.

Additional studies focused on reading comprehension strategies that assist EFL students should
involve larger sample sizes based throughout Chile. These studies should also include further
exploration into the process of language acquisition for EFL students.

Studies should further investigate which strategies are most effective for the larger populations.
Numerous strategies that have been deemed effective for EFL students could be further researched
to determine if these strategies are also effective for other student populations. In addition to
research investigating effective strategies, incorporation of multiple research methods for better
understanding of the problem would provide more accuracy to these studies.

Specific studies to primary students would provide a more representative sample and minimize
study limitations. Due to the primary age focus on phonics and word recognition, little to no
research exists for students of this age for comprehension achievement in EFL Chilean
classrooms.

57
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Annex

60
Annex A: Survey

61
Annex B: Reading

62
Annex C: Reading

63
Annex D: Lesson Plans.

64
65
Annex E: Supercomputerman evaluation.

66
Annex F: Literary Messages

Annex G: Lesson Plans.

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68
69
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Annex H: Lexile chart.

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Annex I: Readings taken from Read Theory.

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