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Item The impact of using fairy tales to enhance the Reading Comprehension(2024-04) Nancy del Rocío Martínez Llerena, Nancy del Rocío; Cundar Ruano, Adriana XimenaLeer cuentos de hadas es una estrategia valiosa para mejorar la comprensión lectora en estudiantes que se encuentran aprendiendo Inglés como una Lengua Extranjera, especialmente en la decodificación de palabras, la expansión del vocabulario y la fluidez del idioma. Además, los cuentos de hadas ofrecen un contexto atractivo para capturar la atención e interés de los estudiantes en la lectura, proporcionando moralejas y valores para la vida cotidiana. Basado en estos supuestos, este estudio tuvo como objetivo investigar si el impacto del uso de cuentos de hadas mejora la comprensión lectora. El estudio se llevó a cabo con 26 estudiantes en el grupo experimental y 26 estudiantes en el grupo de control. Además, el investigador utilizó un enfoque cuantitativo con un diseño cuasiexperimental cuyos instrumentos de recolección de datos fueron un pre-test, post-test y una encuesta. El pre-test y post-test, fueron diseñado con tres criterios de evaluación: vocabulario, decodificación de palabras, fluidez, y una rúbrica de evaluación. Además, el investigador encuestó al grupo experimental al final del tratamiento para determinar la utilidad de la intervención en términos de interés, entretenimiento, motivación y valores para contextos de la vida real. Los hallazgos indicaron una mejora notable en el rendimiento dentro del grupo experimental en comparación con el grupo de control, destacando la significancia estadística de la intervención. Además, los hallazgos obtenidos de la encuesta demostraron respuestas positivas, tanto en términos de participación como de mejora en la comprensión, indicando una recepción favorable de este enfoque pedagógico. xiii Los estudiantes mostraron un mayor entusiasmo por las actividades de lectura, mostrando una fuerte motivación y encontrando entretenimiento en los cuentos de hadas debido a los valores que estos proporcionaban para la vida diaria. Por lo tanto, el estudio sugiere el uso de cuentos de hadas como una herramienta educativa para mejorar la comprensión lectora en términos de vocabulario, decodificación de palabras y fluidez, respaldado por comentarios positivos sobre la participación activa y motivación de los estudiantesItem E-learning in the english language reading comprehension skills development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2021-05-11) Vimos Buñay, Magali del Rocío; Meléndez Escobar, Lorena MonserrathVirtual platforms contribute significantly to the learning of the English language, facilitating teachers to develop the teaching-learning process. Through their use, dynamic tools are implemented which contribute to supporting students and facilitating their cognitive development, thus developing language skills. From this perspective, the present research work aimed to determine how e-learning contributes to the development of students' reading comprehension skills. In this research with a quali-quantitative approach and quasi-experimental type, a population of 70 seventh grade students from the Unidad Educativa Carlos Cisneros were part of the control and experimental groups respectively. For data collection, two techniques were used. The first was a survey directed to students which had a questionnaire as a tool. The second was a pre-test and post-test that were taken by the students before and after a classroom intervention where two virtual education platforms were used, Google Classroom and Kahoot. After data analysis, it was concluded that students significantly improved their reading comprehension skills, which constitutes a great advance in the learning of the English language for both students and teachers.Item Short stories in English reading comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-06) Chico Constante, Ligia Adriana; Vera de la Torre, Ana JazminaThis research is based on the application of five short stories, as tools for the development of reading comprehension in students from seventh year at Unidad Educativa "San Pio X" of Ambato city who presented a low level of reading comprehension in the English area. The main objective of this work was to investigate the influence of short stories on the development of reading comprehension. Based on the application of a survey, it was determined that in the material used by teachers the use of short stories is not applied, while students are interested in them. The study was carried out using a quali-quantitative method, with quasi-experimental design, the pre and post-test measurements were taken from Cambridge's Key English Test (KET); to determine statistically significant differences in the reading comprehension process of two groups of students; by applying a reading project based on the use of short stories to develop reading comprehension in English; It was performed by a population of 60 students, 30 of them constituted the control group and the other 30 the experimental group. The control group was evaluated after having used the textbook as the only teaching material, while in the experimental group the evaluation was applied after having received classes using a manual of short stories carefully chosen for this proposal. The results indicate that the students of the experimental group demonstrated at the end of the project a remarkable development in the reading comprehension. Since students now have a greater capacity for reading comprehension, vocabulary, detailed and general understanding after reading a text. In contrast to the control group students who had a lesser development of reading comprehension skills, based on the use of the English text. Therefore, through this research, it was determined that the use of short stories directly influences the development of reading comprehension, and teachers are required to begin to use the stories as a support to the English teaching - learning processItem Authentic written materials in the English reading comprehension skills development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Morales Sánchez, Ruth Mariela; Sulca Guale, Manuel XavierThe main goal in this research work was to analyze how authentic written materials influence in the reading comprehension skills development in the learning of English language. The materials’ effectiveness was determined by the use of a Cambridge test in a pre-test and post-test. This test was applied to second-year bachillerato students at “Unidad Educativa Agropecuario Luis A. Martinez” in Ambato. The students in classes A and C (57 students) were denominated experimental group, while learners in B and D classes (48 students) were designed the control group. There were chosen six authentic written materials: newspaper articles, comics, biographies, movie reviews, touristic brochures and song lyrics. These materials were implemented in the experimental group. Hence, the hypothesis verification proposed for the current study was obtained based on the statistical analysis of the results. The post test results showed that students who worked with authentic written materials significantly improved their reading comprehension skills and motivation to read. Therefore, it is important to suggest the implementation of authentic written materials to strengthen the reading comprehension skills and to accompany the textbook. English teachers could use the handbook for micro curricular planning, here proposed, due to the fact that it includes recommendations to plan each lesson with pre-reading, while reading and post reading activities. In addition, the authentic written materials used to accompany and support the contents of the six units from the textbook and the specific skills to be developed, as well as the worksheet applied in the lesson plans and the rubric to assess the advancement in the reading comprehension skills.Item The effects of cooperative learning on reading comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01) Pilco Labre, Mariela Germania; Chicaiza Redín, Verónica ElizabethThe main objective of this study is to determine how cooperative learning influences on students' reading comprehension. To confirm the effectiveness of cooperative learning on reading comprehension, a pre-test and a post-test were applied. They are based on the Cambridge PET exam related to reading comprehension section with the students of the first year of the baccalaureate at Unidad Educativa "Riobamba" during the 2017-2018 academic year. This exam was made up of two components: the first component was done with cooperative work in pairs and the second component was carried out with the collaboration among students members of groups composed of four each one. A didactic guide for the teacher was designed which was applied in the classroom and later the data analysis was done before and after the application. A didactic guide for the teacher was designed according to cooperative learning strategies such as jig-saw, thinkpair- share, and reciprocal questioning with the use of three stages of reading that are: before reading, during reading and after reading. After the implementation of the proposal, data analysis was carried out using the T-student mathematical test. It is concluded that students improved their reading comprehension through cooperative work in pairs and groups of four. Therefore, it is recommended that teachers propose cooperative learning in the classroom in order to improve the reading comprehension of the students and in this way strengthen their performance in English learning.Item La metacognición y la comprensión lectora de los estudiantes en el Área de Lengua y Literatura de la Unidad Educativa Teresa Flor.(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Diseño Curricular y Evaluación Educativa, 2018-12) Kristina Eliana, Gavilanes Proaño; Zoila Esperanza, López MillerThe study titled metacognition and reading comprehension of students in the area of Language and Literature of the Educational Unit Teresa Flor, seeks to relate the incidence between these two variables for the improvement of the acquisition of knowledge, the necessary reasoning about knowledge to discover and that have to do with the reality of life. To do this, we considered the current way of evaluating students and how this influences the process of meaningful learning. It is proposed that teachers take ownership of different written media and instruments for evaluation, students interested in new forms of meaningful learning and evaluation that challenge them in their creativity and abilities will be able to approach them by focusing on collaboration and interaction. The authorities of the institution will adapt the pedagogical, technological and administrative resources to implement these instruments for the reading processes. Teachers, beyond their disciplinary competences, will accompany the learning process of the students, with the application of new evaluation and follow-up tools, for a correct feedback, improvement of the knowledge, habits, ordering of ideas, ease of comprehension and reasoning and improve the feedback of contents and knowledge.Item Self-monitoring strategies in English reading comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06) Cola Chiguano, Sandra Noemi; Suárez Mosquera, Wilma ElizabethThe main objective of this research work was to confirm how meta-cognitive strategies (self-monitoring) influence in the improvement of English reading comprehension. To determine the effectiveness of these strategies a Cambridge 2007 pre-test and post-test were applied in two groups of students from the first year of secondary education at Unidad Educativa del Milenio “11 de Noviembre” in the city of Machachi. The first A of secondary education (25 students) was established as the control group, while the first B of secondary education (22 students) was considered as the experimental group. Four self-monitoring strategies were chosen: "Look, Think and Predict Strategy", "Guided Retelling Strategy", "Response Journal Strategy" and "Thinking Along Strategy", all of them were implemented in the experimental group. Hence, to verify the hypothesis in this study, Cambridge reading tests (2007) results were analyzed statistically. As consequence, they indicated that the students who worked with the self-monitoring strategies remarkably improved their reading comprehension skills, while the control group increased it in a significant scale. Therefore, it is important to suggest the implementation of self-monitoring strategies through the use of a strategy manual that promotes the development of high-thinking skills (Bloom, 1993) for reading comprehension; this manual aims to help teacher to promote the use of effective strategies for reading comprehension according to the needs and interests of students.Item La lectura sináptica y la comprensión lectora de los/las estudiantes de la Unidad Educativa San Pío X(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Diseño Curricular y Evaluación Educativa, 2018-03) Guanatasig Samaniego, Andrea Gabriela; Andrade Zurita, Sylvia JeannetteThe following research studies the impact of the Synaptic Reading on the Comprehension Reading of the Sixth Year students from ''San Pío X'' school. Based on the researching background and the art study, the test '' The Little Prince'' is chosen as the most suitable one for the Sixth Year students. The pre-test (''The Little Prince'' applied test before the Synaptic Reading and Comprehension Reading training) was applied to Sixth Year A and Sixth Year B, concluding that Sixth Year B students were those with significant difficulties. In Sixth Year ''B'' particularly, there are 26 children that show Synaptic and Comprehension Reading weaknesses, that's why 10 types of reading training workshops were applied to this group of students. Those ones were selected by the researcher considering a decision matrix. Subsequently, the test '' The Little Prince'' is chosen from the 10 different types of applied tests and it's applied once more to the students, calling it in researching terms as the ''post test''. The result was better this time and the number of students who made mistakes while taking ''The Little Prince'' test, reduced to 4. For these students a feedback project through a note for reinforcement classes was required having the permission of authorities and parents to let children attend from 13:20 pm to 14:00 pm during two days. It's important to consider that the teaching material was socialized with the school Language teachers.Item Técnicas activas para el desarrollo de hábitos de lectura en los estudiantes de la Escuela de Educaciòn Básica Teniente Hugo Ortiz(Universidad Técnica de Ambato. Dirección de Posgrado, 2016) Cáceres Carvajal, Ibelia Grimaneza; Pérez Zamora, Rita PatriciaThe habit of reading is a feature that all students must develop. Teachers and parents being aware of the great importance of the development of this habit, they have the responsibility to see reflected this feature in their children and students and to blossom it as well. Which means it can be easy to appreciate their ability to analysis and synthesis. Besides a language proficiency through the correct use of grammar rules and vocabulary and an ability to question their reality with arguments, in other words, an intellectual independence. The reading techniques that are used for reading comprehension have such an influence at the time to promote this habit. If the techniques applied activate the senses of students to germinate in them the voluntary desire for reading, teachers are doing the work correctly, and it means that the techniques used are not only the traditional ones. But if the opposite occurs, the requirement to analyze new active reading techniques is fundamental. There are lots of reading techniques such as underlining, comprehension questions, summing up among others. If to the ones mentioned earlier, it is added new options for active reading techniques with the unique purpose to see the habit of reading developed; a giant step has been taken for the development of the student as a human being. If reading is not a fundamental part of a student it will not be either of human beings and society.Item “La incidencia de la lectura literal en la comprensión lectora de los Estudiantes del Tercer Año de la Escuela de Educación General Básica Humberto Albornoz de la Ciudad de Ambato”(2013) Guamán Sailema, Blanca Herminia; DT-Bustos Yépez, Morayma JimenaAcerca de La incidencia de la lectura literal en la comprensión lectora de los estudiantes del Tercer año de la Escuela de Educación General Básica “Humberto Albornoz” de la ciudad de Ambato, se planteó como meta demostrar que estas dos variables estaban significativamente relacionadas en la institución educativa, siendo ésta una investigación de tipo descriptivo en la que se pudo caracterizar cada una de las variables desde las supracategorías hasta las subcategorías contenidas en las mismas, se encuadra también en un trabajo de carácter correlacional donde efectivamente se ha demostrado la asociación estadística entre las variables estudiadas por medio de la prueba de “chi cuadrado”, para detectar la eficacia de una posible alternativa de solución; destacan dos métodos propios de la investigación social; el Método Inductivo-Deductivo, gracias al cual fue posible conocer las diferentes manifestaciones del problema mediante la opinión de los involucrados con el mismo, siendo éstos sujetos de estudio, los estudiantes, los docentes y padres de familia. La investigación se complementó también con una propuesta de solución al problema, la misma que requirió del Método de Modelación para su diseño, que consistió en un taller de lectura literal para la comprensión lectora dirigida a docentes para que sea replicada en la enseñanza a los niños. Entre las dificultades de comprensión lectora de los estudiantes está que adicionan o sustituyen términos durante la lectura (61.3%), solo el 12.9% de los niños realizan la lectura sin omitir párrafos o palabras, en cambio el resto de estudiantes si realizan omisiones, y la mitad de ellos tiene dificultades en la articulación de las palabras, el 64.5% usan rara vez los labios y casi el 90% no respeta los signos de puntuación.