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 Increase reading Comprehension levels : Tutoring Didactic Workshops  Applied at GI School Second grade students  Strengthen the reading Comprehension.

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Presentation on theme: " Increase reading Comprehension levels : Tutoring Didactic Workshops  Applied at GI School Second grade students  Strengthen the reading Comprehension."— Presentation transcript:

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2  Increase reading Comprehension levels : Tutoring Didactic Workshops  Applied at GI School Second grade students  Strengthen the reading Comprehension skills improving the areas that requires this ability.  Educational Scheme: Involves English and Spanish High understanding and interpretation aptitudes

3 Students’ situation: -Difficulties with reading understanding - Struggles with pronunciation - Troubles with subjects that involve reading skills Motives: -Reinforce reading skills promoting better communication competences -Guide students to become leaders of the community -Enhance reading habits in students -Encourage reading techniques to rise the reading comprehension skills.

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5  Form well-rounded successful leaders by providing the students with competent speaking and reading skills.  Encourage English communication abilities to form leaders who communicate efficiently with the world.  Guide students to become leaders of the society by promoting social responsibility and respect for the school.  Pursue new manners of communication or languages to communicate efficiently with the world.

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7 Generate didactic and methodological ways of learning reading comprehension skills. Endorse tutoring methods among students to establish interactive methods that encourage learning. Tutor students with reading and interpretation skills to motivate reading habits, educating for life not just for class. Make students understand that there are many ways to learn and develop their potential without the teaching being tiresome or demanding.

8  Which reading strategies to strengthen reading comprehension skills are more useful and promising, so the students learn how to interpret and understand successfully the academic texts?  How could school continue using this program in the future?

9  General objective: Generate several learning strategies like workshops and tutoring to enhance the reading comprehension abilities in the students who show difficulties with the development of this skill.

10  Specific objective:  Identify the students with major difficulties  Select and apply the workshops and activities  Integrate the National Honor Society students as tutors  Encourage service to the school community by the Honor Society students.  Endorse the use of reading techniques for a better comprehension.

11 If we execute the different activities with the second grade students of GI School during the tutoring sessions, their reading comprehension and speaking skills will improve substantially.

12  Conceptual Framework: Reading Comprehension Refers to the last objective of the reader process, taking into account the previous knowledge and the interaction with the elements of the reading. Learning Strategies: Refers to the operations or mental activities that simplify the learning processes. Didactic: It is a pedagogy element that supports the progessive learning of habits and techniques of students formation and growth. Learning: One of the essential mechanisms of development of life.

13 Didactic Game: Participative technique of education establish to improve the acquisition of knowledge and the enlargement of skills.  Theoric Framework: Reading Comprehension as cognitive process: Levels of comprehension of a writing. K. Goodman Model: Through cycles and strategies build up systems that makes it easy to understand the readings. Beginning of the reading comprehension: Basic ideas that guide the development of reading comprehension.

14  Referential Framework: H. Isenberg textual model Eight aspects a text must have to be consider in that category. T. Van Dijk textual model A text is more than a sequence of phrases; it has levels and dimensions. F. Smith Model Reading is not only a visual activity; it involves visual and non-visual information. Factors imply in reading comprehension: Sketch of the variables related with the reading comprehension

15  First contact with the students

16  Diagnostic Session:  Student selection: - Two tests 1. Executed by the GI School 2. Performance study  Analyze weakest areas of the students to reinforce  Interview some of the students who were part of the preceding project.  Apply a systematic observation on the reading behaviors of the students.

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22 Insertar video de la entrevista

23  First Session:  Beginning of the tutoring period.  The researchers had to begin with four students because the total selected students didn’t show up.  Each of the National Honor Society students who were involved acted as a supporter for one second grader.  The activity was develop as it was planned.

24  Second Session:  The assistance of the group increased a little.  First group: reading of “Jack and Lily´s Favorite Food”  Second Group: Sound Practice for consonants F,G,H,I,J and SH compound.  The activities were successfully executed.

25  Third Session:  The reading process of some students was slowed down due to lack of assistance.  First group: reading of “When is Nighttime”,  Second Group:  Sound Practice consonants K to O and TH compound were scheduled.  changed for a review of the previous concepts.

26  Fourth Session:  Lack of assistance was consider a threat for the develop of the project.  Two tutors were assigned per kid due to the reduced group of second graders.  First group: reading of “Feelings”  Second Group: Sound Practice consonants from P to Z.

27  Fifth Session:  Thanks to the homeroom teacher‘s help, the assistance increased  First group: reading of “What is at the Zoo” - two additional workshops were included in this session to motivate students with artistic activities.  Second Group: Review of the consonants workshops

28  Sixth Session:  Application period was extended due to the lack of assistance.  First group: reading of “Making Salsa”  Second Group: First application examination (individually)

29  Seventh Session:  Uniform and successful development of the workshops  First group: reading of “What do I Wear”  Second Group: First reading activity - " Sam and the Sap" and “Consonant S"

30  Eighth Session:  Assistance was an alarm, but then the students arrived; they were just late.  First group: reading of “We make a Snowman”  Second Group: Reading activity -" Don and Dots" and "Consonant D"

31  Ninth Session:  To this session all the second grade students attended the tutoring.  First group: reading of “Tools”,consequent workshops  Second Group: Reading activity -" Red Hen and Rod Rat" and "Consonant R"

32  Tenth Session:  More than half of the participating students arrived on time for the tenth session.  First group: reading of “What I Want,” consequent workshops  Second Group: Reading activity -" Crazy Cat" and "Consonant C"

33  Final Diagnose Session:  It was develop after the return of the students from Christmas vacations.  First group: reading of “What Do you See”, Level D  Second Group: Reading of “ I Can Be”, Level C  Both diagnoses were one level above the one the group was working with.

34 Better Comprehension skills in the second grade students Encouragement of reading habits in young kids. Tutoring of reading techniques and interpretation methods Changes in the ways students approach and analyze a text. Development of confidence in students to answer reading questions.

35  The tutoring sessions were advantageous for the reinforcement of reading comprehension skills.  The reading techniques the students learned provided them with more confidence to answer questions.  The results would be higher if the tutoring program was developed during a larger period of time.  The tutoring program is useful for any grade or reading level.

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37  The workshops and tutoring program were qualified as reinforcement for reading comprehension skills.  The pedagogy strategies and activities fulfilled the main objective.  The activities before, during and after the reading facilitated the reading comprehension and interpretation skills.  The active participation of the tutors enabled the satisfactory development of the project.

38 Weaknesses: First time tutoring Short application period of time Lack of analysis of the learning process Opportunities: Didactic material Help from an English teacher Develop in a low grade

39 Strengths: Wide English knowledge Continue with the students who were working during this application. The selection of an small and well-behave group. The involvement in the application process. Threats: Extra-classes schedule Participating students assistance Parents and teachers support Extension of the application process

40 Beltrán, J Procesos, estrategias y técnicas de aprendizaje. Madrid. En Estrategias de aprendizaje. Pg Reynoso, E. [Versión Digital (PDF)]. Camargo, Z y Uribe, G y Caro, M. (2009). Modelos de comprensión y producción textual. En didáctica de la comprensión y producción de textos académicos Pg.129. Armenia, Quindío. Camargo, Z y Uribe, G y Caro, M. (2009).Una aproximación lingüística al proceso de comprensión y producción de textos expositivos-explicativos. En didáctica de la comprensión y producción de textos académicos Pg.60. Armenia, Quindío. Camargo, Z y Uribe, G y Caro, M. (2009).Modelos de la comprensión y producción de textos académicos. En didáctica de la comprensión y producción de textos académicos Pg.130. Armenia, Quindío. Camargo, Z y Uribe, G y Caro, M. (2009).Modelos de comprensión y producción textual. En didáctica de la comprensión y producción de textos académicos Pg.128. Armenia, Quindío.

41 Gonzales, C. (2005). Comprensión lectora en niños morfosintaxis y prosodia en acción. Granada. Universidad de Granada, Facultad de psicología, departamento de psicología evolutiva y de la educación. Moreno, V. (2003). Leer para comprender. Navarra, España. Blitz, Serie amarilla, 4. Edición: Gobierno de Navarra, Departamento de Educación y cultura. [Versión Digital. (PDF)]. Morgado, C. (2007). Definición de Didáctica. Psicología de la educación para padres y profesionales. Recuperado el 13 de septiembre de De Ortiz, A. (2002). Jugando también se aprende. Monografías. Recuperado el 13 de septiembre de De ludica.shtml ludica.shtml Vygotsky, L. Definición de Teoría del aprendizaje de Vygotsky. Psicología de la educación para padres y profesionales. Recuperado el 13 de septiembre de De

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