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Taxonomy

(I answer, this blog, a few questions that I did from another, which I have detached weather permitting)

I was reviewing the levels of reading comprehension and some authors barret taxonomy, which avalanches. I can not find it on this taxonomy. why is it called Barret. if the name of a person or what. I would like to have the direct source on the subject. Greetings and success (Joaquin)

I would like to know where to find books on the reading comprehension as I think interensante barret. (JESSICA)

hello, I read your work and I found very interesting. I would like to examine the subject, to improve student understanding in my methodology, I'd appreciate literature about gifts to document. (Nadia)

I am doing my thesis on reading comprehension, taking as reference the barret Taxonomy. I'd like to support with materials and literature of the subject. (ALEXANDRINA)

(on item: http://mundomagico.obolog.com/taxonomia-barret-75570)

The original is in English literature and a book to me been difficult to obtain, for the moment, but I have found information in the book "Reading: theory, assessment and development" and Philip Alliende Condemarín Mabel, Editorial Andres Bello, 1993, Chile

Like you, think through their taxonomy can make a more objective assessment of the level of understanding can have a student as not only Target the type of questions such as the literal mining and even the basic inferential. Through the questions we can evaluate the analytical, reflective and critical of the student body which is not always an exact answer because it depends on the perception of the assessed and also allows you to respond freely using his personal right to focus issues which is a way of promoting democracy to respect the ideas that my colleagues can say.

I can think of an example:

" was three o'clock in the morning and Robert sped away in his red Ferrari, apparently was not carrying anything. The streets were deserted and a light rain was felt "

extractive or literal What would be related to :

What time did he leave?
What was the name of the character?, etc.

The inference could be :

Do you think that Robert was in a hurry?, why?
What socio-economic belong Robert?

The analytical, reflective, critical, could be :

Where is directed Robert cres?
What would be the average age of Robert?
If you had a Ferrari, what would you do?
Did well to get out at that hour?, Why?
Is it good to go too fast?

As you can see the questions in the latter group require further analysis and can not only be an answer, but several, which will depend on the consistent argument made by the student. For example, if you face the question: Where do you think who was going Robert? ( keep in mind that car brand speaks of socio-economic status, the red of his youth, and said that he had no bags or suitcases ) Could not answer:

"I went to the hospital because he felt bad", "your work", "a party", "to buy something to eat or drink."

could be a tentative answer: "I went to the airport to pick someone in your family" , and logic tells us that this is possible by the frequency of flights, however, if he said "I went to the airport because he was traveling "no longer have the same coherent force, because one of the data that gives me the text is that Albert did not carry any baggage. However, we can not pigeonhole not a single answer because the imagination and ingenuity of the students we can surprised more than once.

Hence the importance of reading assessment through Barrett's taxonomic model that enables us to assess the level of understanding of student from various dimensions and not only through literal questions that are almost mechanically. Have students thoughtful, analytical, critical depend on us to the extent that our academic activities to develop these capabilities.

Thanks for reading

Manuel

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Mr Barrett: Your child can not read ...

was the second time in the notebook Andrés control, communication professor wrote, "Mr. Parent: Your child can not read, need to practice. Help him home."

Don Camillo, father of Andrew, read and reread the post, worried, about five times and still did not seem to understand what the teacher had written. He recalled many things he had done to help your child develop a taste for reading and now this news was it was "not credible." It could not, something was wrong, because her son was almost 8 years was a potential reader.

Among the things that Don Cameron had done deliberately to become Andrés was a great reader:

1. We had almost all the classic tales, adapted to the age of your child.
2. When there were no more familiar stories, had been devoted to invent one after another. The same was surprised at the fluidity to create stories about animals, fairies, maidens, witches, princes. He saw with pleasure how Andresito enjoyed every story.
3. Invested large sums of money to buy children's books made especially for children two to five years, every week acquired one or two texts of some collection of children's literature published by local newspapers.
4. What led to the children's literature section of supermarkets, national and international fairs of the book, and had built a unique library (in the form of a cabin) for his books and other toys.
5. He personally would read in front of his son and laughed in an exaggerated or made positive comments about the book in his hand, all with the intention that your child watches.
6. He invented a story and Andrew invented another, at the end, the stories of Andrew were more original.
7. He had led many libraries, only to see the number of people reading. Asked librarians to enable it to pass through passageways filled with books encoded; sometimes not allowed. On one occasion led to a print shop where he combined a textbook.
8. When Andrew learned to read, both took turns to read a text, then discuss the story and ended in a chacota.
9. All children's films that Andrew saw, they were always subtitled in English. So you have the opportunity to read for motivation in a film for children is intrinsic.

had invested money, time and effort in training your child's reading and now professor of communication he wrote that his son could not read. Don Camilo decided to go to school for Andrew wake up from this nightmare that he dared not accept.

The next day, very early, Don Camillo and Andrew went to school. It was Friday and had general training, Andrew said goodbye to his father and went to the huge backyard where they were some of his teammates. Don Camilo

addressed the teachers room, with notebook in hand control, and the way he met with Professor of Communication. Serious health and said he came by the note she had written. Don Camillo was a cheerful, charismatic, hyperactive and polite, however, that morning, his face said quite the opposite. It looked like a beast I was willing to do anything to protect her cub. She breathed slowly as he himself was not recognized, again and tried to control breathing because he had not been to a battlefield, but to talk about the note that, in truth, it was distressed.

- Professor, yesterday read this note in the notebook over my son and I want to explain what he wants decir.-spoke earnestly Don Camillo.

The teacher, used to see the reactions and gestures in the faces of his students, he realized that this conversation would not be one of several he had with other parents, also breathed slowly and spoke

- Yes , Mr. Benitez, I've noticed that your child is not read properly and you should know that it is important for children to master reading from the earliest grades. So I wrote and I count on your support for Andrew learns to read properly.

Don Camillo looked at carefully, however, when he heard the last part felt like a shock shook him from head to toe. It was a blow to so many things he had done to the child to get a taste for reading. He had no time to breathe and said,

- You mean my son does not understand what you read!

- No, no, "said Professor Andrew student is the best text compression, is faster and is the most involved when doing the readings, for him the whole class is reading. Don Camilo

felt the Holy Spirit descended upon his body, life was returning to be beautiful. Andrew knew that she liked reading, though he had hesitated a little, now, to hear the words of the teacher was proud and saw that his efforts to encourage reading in your child had not been in vain. Now more at ease, Don Camilo realized what the teacher tried to tell him and his inner devil made him smile.

- The problem has continued Andres Professor, is that when I give a text to read aloud, not read punctuation respect, no pauses between sentences, and also sometimes omit, add or change the syllables of the words he reading. Don Camilo

had realized that for the act of reading teacher meant a process of articulation and intonation appropriate, while for him to read meant to comprehend text. (Continued)

Thanks for reading

Manuel Urbina

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Laughter and smile in reading

In any academic activity should be inexorably evaluation and either in the process or end it. And the ultimate goal of evaluation is by no means obtain a score that quantifies learning, but to use this benchmark as a tool that I may have to check if they are meeting or have met the goals outlined in my class session. If, for example, a student does not meet the indicators to assess them, it requires me moral and professional conduct further academic activities in order to achieve the goal. Then the evaluation becomes a great tool for all students to reach the skills required by the scheduled competitions. The evaluation indicators are generally obtained through the student-teacher interaction through written tests, discussions, paper presentations, exhibitions.

For the assessment of reading are indicators that let me know if the student understands the text to the extent of the dimensions that seem to me necessary. And one of the best indicators that point to me that students are understanding the text is that special smile or gesture that makes while reading. If we allow (intentionally) to express themselves freely during the reading, we will see how our students have different ways of expressing those feelings generated by the reading. Of course, students will almost expressionless face reading and This can indicate several things: it is the topic you like, do not have reading habits, motivation was not the best, is his character, etc.

Each student will tell us a lot with his gestures and then learn in the same proportion. Nothing is more beautiful, for me and many-to see a child smile when reading. Nonverbal act that tells us much: that he understands what he reads, that the issue is to his liking, he enjoys reading, their attention and concentration mechanisms are being strengthened, their mindsets are in the process of organization that is a potential reader, who is happy ... that God exists. Thanks for reading


Manuel

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THEMATIC PROGRESSION EXERCISE OF TEXT COMPREHENSION

thematic progression is a mechanism by which a text is expanding from an idea that is triggering other and the student must be very careful to follow the original sequence of these sentences. The first sentence will give clues to the reader to get to the next and this to the other until the end. We err if we fall into contradiciciones and lose the consistency.

To create these exercises need to compose a text composed of five or six sentences (simple or compound) and from the first we go leaving footprints so that students can identify the next and so on. Once we proceed to the full text building exercise by changing the original sequence of the composition.

Here is one I wrote last night to practice with my students from 9 to 12 years. EXERCISE 1


() She liked to tell stories and listen to them more pleasing.
() A woman had left home very early.
() When her mother back and found them sleeping next to her aunt.
() Their two children stayed with her sister.
() One day the young had a great time and even did not take porridge or missing his mommy.

YEAR 2

() Then, very gently lifting and then went up the stairs to the top of the castle.
() It was still a few minutes and during that time seemed to remember who he really was.
() Count Dracula slept during the day in a wooden coffin in the basement of an old castle.
() Incredibly and threw herself at that moment his body was transformed into a small bat.
() At night the creature opened his coffin and his eyes lit up like two full moons. EXERCISE 3



() The bride was very happy it was four hours for your marriage.
() He said he had just arrived and was at the airport.
() In fact, were married and honeymoon in the castle of Chancay.
() A little later the phone rang and he was just Don Ricardo, his godfather.
() I was almost ready, just missing to reach their sponsors.
() At that time the beautiful bride she realized everything would be okay.


Key:
Exercise 1: 3, 1, 4, 2, 5
Exercise 2: 4, 3, 1, 5, 2
Exercise 3: 1, 4, 6, 3, 2, 5,



PROPOSE ANOTHER FORM OF EXERCISE THEIR
These
same exercises can be proposed in different ways:
changed the natural order of the sentences and put together in one piece, only the beginning of each sequence numbers go putting (see the proposed texts.) This new way of presenting the same period increased "perceptual and mentally," the standard of proof because the sentences are no longer isolated (as in the above), but in a single text. There will be more attentive and focused to find the thematic sequence and unity of consistency. EXERCISE 1



(1) She liked to tell stories and listen to them more pleasing. (2) A woman had left home very early. (3) Returning his mother found them sleeping next to her aunt. (4) Their two children stayed with her sister. (5) One day the young had a great time and even did not take porridge or missing his mommy.
The correct sequence is: (), (), (), (), (),



EXERCISE 2 (1) then went very gently rising and then climbed the stairs to the top of castle. (2) It was still a few minutes and during that time seemed to remember who he really was. (3) Count Dracula slept during the day in a wooden coffin in the basement of an old castle. (4) Incredibly and threw herself at that moment his body was transformed into a small bat. (5) At night the creature opened his coffin and his eyes lit up like two full moons.
The correct sequence is: (), (), (), (), ()



Exercise 3 (1) The bride was very happy because it was four hours for your marriage. (2) He said he had just arrived and was at the airport. (3) In fact, were married and honeymoon in the castle of Chancay. (4) Soon the phone rang and he was just Don Ricardo, his godfather. (5) was already almost ready, just missing to reach their sponsors. (6) At that time the beautiful bride she realized everything would be okay.
The correct sequence is: (), (), (), (), (), ()


Thanks for reading

Manuel

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THE IMPORTANCE OF ORAL READING twister


The twister is one of the most valuable tools for the correct reading aloud. The pronunciation of tongue-twisters should be through the reading of several of them (while it is new or unknown, the better), therefore, it is recommended that students memorize the twister because to do so will be repeated again and again (what Not bad) to master each term and will remove the difficulty (for it is) inherent in these exercises. Students must read their text twister consider how often the teacher, but without trying to memorize.

back a little, when most children are reading aloud a reading where we can see that not pronounce the word in its entirety, but syllable by syllable (mi-a-good-li-ta-me- di-jo-to-me-Quie-re-mu-cho) and this gives us evidence that learning was reading through the phonological method and, accordingly, to decode or process of grapheme-phoneme not is automated and the child must master (At 8 years) so you can read "aloud" properly.

Through practice and exercises (which are not hard) you can get children to read a little better (my-grandma-I-said-that-I-want-much), however, to achieve Reading fluency the child must learn to read phonic groups and for this they should be taught to interpret punctuation (not to know the hundreds of rules for the use of punctuation.)

My grandmother / / I said / / loves me / /
My grandmother told me / / loves me / /

http://mundomagico.obolog.com/guia-mejorar-velocidad-lectora In -oral-reading-124 936 can find more information on the use of tongue twisters and other exercises that seek to develop good reading fluency.


Thanks for reading

Manuel


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FEW PEARLS IN BEHIND THE PISA Grandfather

I was reading the book "On the trail of the granddaddy of Alfredo Gómez Cerdá, published by Santillana (Alfaguara children) and found some gems that are linked, first, reading comprehension, and second, the use of fingers as a guide to reading, see:

"He opened and began browsing. First one and then another. They were highlighted by all parties and even on some pages had handwritten notes in the margins. Who would have read those books he did with the five senses, no doubt. "

See: http://mundomagico.obolog.com/herramientas-lectura-127844

"Then Valentina felt a strange impulse, felt a mysterious force drove his right hand pages of the second book, to settle on them. Then his fingers were going through some items and passing on the handwritten letters he shuddered. "

See: http://mundomagico.obolog.com/usar-dedito-leer-maximo-128176

As I said earlier The encounter with these fragments are pearls that speak of the importance of active reading to be able to understand what he says and what he meant by the author of the text.

respect of the work "In the footsteps of grandfather "I must admit that both my wife, my daughter Yvonne (9) and I have been a story like" excellent "because its plot is very original and the facts to be caught giving the reader and forces them to continue to learn how Valentina can come from each of the adventures that are involved in order to know what his grandfather whom Valentine had seen her, since she was a little girl sitting staring (she was brain dead.)

About the author and the book:

http://www.almezzer.com/index.php?option=com_content&task=view&id=104&Itemid=47

Hopefully my fellow teachers to get this beautiful story and share with their students (aged 8 years) will love.


Thanks for reading

Manuel

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X LATIN AMERICAN CONGRESS FOR THE DEVELOPMENT OF READING AND WRITING: Read to improve the quality of life

INVITATION

The Board of Directors of the Peruvian Association APELEC Reading, national affiliate of the International Reading Association - IRA, is pleased to announce that our country has been designated as the site of X LATIN AMERICAN CONGRESS FOR THE DEVELOPMENT OF READING AND WRITING, whose organization has been entrusted to our institution.
For this reason, we invite all educators: teachers, parents and professionals in one way or another are linked to the promotion of reading, to participate in this significant international event, which will be held in the City Lima, July 30 to August 1, 2009.

Congress, has the official sponsorship of the Ministry of Education and the academic auspices of the University as Marcelino Champagnat be developed based lectures, panels, workshops and other details that make up the full program.

also thank all the institutions of civil society, universities, churches, public and private companies, social media, local and regional governments for their participation as sponsors or (showing social sensitivity), with the donation of scholarships that will allow the presence of teachers in the interior of Peru in this significant event that no doubt affect positively in improving the quality of education that we all desire.

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SIMPLE OPERATION DETERMINING THE SPEED READING

This evaluation is done at individual , ie, student by student and necessarily need a watch with stopwatch (now appearing on mobile phones) and a text where the number of words are entered.

To know the exact amount of words do the following: Place the text is going to be read in Word (Microsoft), give a click on FILE and scroll down to PROPERTIES, STATISTICS and then find the exact number of words is reading. Check

reading time from start to finish and get the speed reading through the following operation: Divide

the number of words between text reading time in seconds and become finally multiply by 60 and nothing else. The result is that student reading speed.

I will give you an example:

The text we read is 407 words (check, please):

"I've always been distracted, it is night and nor had I realized what time it is, or what day is it and when is my birthday," said the dwarf.

"I know" said the dwarf-always forget even your name, but the good thing is that you are the kindest man in the world. I do not know if it's for your amusement or because you have the heart of great men that knows no hatred or resentment.

"No big deal," said the dwarf, "of course I know that my name is ... is ... ah ... I know ... my name is Fortunato Massi Thomas Silva. It is not that hard, just a matter of remembering the first and the others are appearing alone. Also, I'm not as good as you paint me, the other day, I felt envy at seeing a child grow.

The tiny woman looked at him tenderly, seemed to like him in these situations where he was apparently a tough and cruel.

They met at an Italian circus nine years ago and since then, they were not separated even for one day. Both are wanted with a love so pure, innocent and almost childish. She loved him dearly and he loved her while never forgetting to call her by name.

One Sunday, many people had gone to the circus, and the boy doing his usual act: walking on tightrope to five meters high. He seemed distracted, preoccupied, it seemed that this was not the day that he wanted to be.

When there was very little to complete his act, he lost his balance and fell violently. There was a brief silence that ignited hundreds of voices screaming in despair.

The boy, lying face down, mentally counted to twenty and rose as if he had been expelled from a cannon, walked toward the center of the stage and greeted the crowd to wake up the deception. They recalled that the dwarves, they always do stuff like that.

The man had fallen on a foam mattress, especially hidden in the ground, which gave an end to his great performance. They applauded him until he disappeared behind the huge red curtain, dotted with stars.

His companion, as usual, was waiting in the small blue tent and almost ready for the next number in the cage of lions in Africa. Saw him coming and gave the tender smile of the world.

(407 words)

Suppose we have four students:

Student A: 56 seconds

Student B: 1 minute and 12 seconds (equivalent to 72 seconds )

Students C: 1 minute and 48 seconds (equivalent to 108 seconds)

Student D: 2 minutes and 23 seconds (equivalent to 143 seconds)

We operate:

Student A: 407 / 56 x 60 = 436 ppm (words per minute)

Student B: 407/72 x 60 = 339 ppm

Student C: 407/108 x 60 = 226 ppm

Student D : 407/143 x 60 = 171 ppm

Assessment Test All speed reading should be accompanied by proof of understanding (The same text) with a minimum of five questions and to evaluate the different processes of reading and for that we could apply the taxonomy of Barret (attaches great importance to the types of questions that the assessment be comprehensive in nature)

I give an example of the questions in the taxonomy of Barret and for that I can think of this short story.

"A boy walked happily down the sidewalk of the street, but he watched from afar his bright home his cheerful countenance changed. His steps were slow and did not know how I would explain the zero eight he had obtained in the test reading comprehension. He recalled that in previous tests had also come out with low grades in mathematics but was the highest note of the class: 20 ".

literal question
1. The child changed the face ...
........................... 2. Write V for true or F for false in sentences according to the text:
a) The child at any time to return home thought (.........)
b) was a child who was wrong in all courses (.........)

QUESTIONS OF REORGANIZATION
1. Use your own words and two lines attempts to summarize the text read.
2. Match the items on the right with the left drawing a line.
good grades .................... not known
bad grades ....................
arithmetic regular notes ................... verbal reasoning

QUESTIONS OF UNDERSTANDING INFERENCE
1. What do you think happened to the child when he got home?
2. Why do you think that this child had problems in comprehension tests?

DEPTH ANALYSIS QUESTIONS
1. According to the story we have read, you think it is right that students will always stand out and have good grades in all courses. Explain it as your point of view.
2. If you were in the same case of the student, in what way would face this fact?

ASSESSMENT QUESTIONS 1. Know a case similar to that we have read. Write briefly.
2. Think that this story teaches us something important; use your own words and explain it.

I hope I can help with anything

Thanks for reading

Manuel Urbina

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TOOLS FOR READING READING

If I'm going to read a text argumentative need, necessarily, have support tools, otherwise I'd rather not read another activity or simply relax. It is not the same to read a narrative (a novel, a story, a myth, a fable, etc.) Argumentative one (an essay, article, research, etc..), As there are many differences.

could read a novel lying on the bed, couch, in a hammock, or wherever I'm comfortable and could even accompany me for a soft musical notes and something to eat. But if I read about a research topic I have to find a chair and a table, as well as good lighting and a sound possible (though inevitable) and as I said earlier, I need tools to understand the text.

These tools, without which I'd better go for a walk, are the fluorescent markers or highlighters (at least two colors), pencils or pens, leaflets adherent (post-it). Is to read an argumentative essay is not easy, we have a transmitter (the writer) with a lot of knowledge on the subject, however, can not use all that knowledge (the result of many years of research) in their arguments and receptors is that we already have the background to understand it, but how could I know how much you know the recipient, so if we are not ready we could lose the thread of discourse.

A good reader is one who uses strategies to be able to understand what he said and what the author meant, then as I read I can do the following:

underscore what seems to me what's main or my interest ( orange or pink), which is secondary or anecdotal (in green) and the frame is not because I can process without any problems or because I feel that this is not essential and not worth it.

sommelier or make a tiny outside the text summary that I read, these sommelier contain keywords that will allow me to evoke the textual structure.

Organize information through mind maps, summary tables, concept maps, etc.. I can do it on a separate sheet or in a post-it that adhere to the same page. This organization is made easier when you have the habit of sommelier.

If I perform these activities, I am driving my metacognitive strategies because I can monitor my process of understanding, that is, I know my level of understanding and if you do not understand how I would like, then, I have alternatives to self-regulate and use another strategy that can involve rereading the text, the emphasis or focus on a particular paragraph, give me a few minutes rest or leave for another time.

Readers perform strategic activities before, during and after reading, as I said, monitor their comprehension process. A reader of this type "off" radio or television because he understands that it takes concentration and attention, or not allowed to eat (even snacks) as you read. Manage your time reading (pauses from time to time). Is aware of what he is doing, even if you have a personal or family problem seeks to give the first solution to it before reading further.

I know that no one becomes strategic player overnight, but if you, dear reader, fosters among its students to use highlighters either in textbooks or in their own notebooks will be doing enough. " Point out the use of orange or pink for what he "believes" what is important and yellow for what "considered" secondary. Do not order if not marked what had to score, I recommend that the most important at this stage is to give you the freedom to make as their own views, then you will see that they are realizing and correcting themselves. After that, you can motivate them to perform the sommelier and organize your information. The process can be slow, but then you'll see beautiful results and get much satisfaction.

Well, now I leave ... to get a soda and go to the terrace to keep reading The Book Thief. Thanks for reading




Manuel Urbina

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ZIGZAG

Some asked me if it was possible to read using the zigzag technique, I told them that it was possible, "but" in my case, I used to find data specific text, for example: names, dates, phrases related to the search topic, etc.

This reading technique is to slide the finger at a rate greater than that usually read, below the writing line and when the end of it quickly back to the next and continue in the same way that at the beginning. These movements are like a "z" and then the name that is assigned.

To use this technique must understand that there are two ways to access the meanings of words: 1) via the phonological route or "indirect", and 2) through the visual path or "direct." If the reader is using the phonological route (see the word when reading from left to right, while the decoding is listening to your own inner voice) this method of reading will not be helpful, however, with a little practice (reading z) allows you to enter or direct visual route.

In the majority of students still prevails phonological method as a result of learning to read from the smallest units to complex: first we learned the vowels, then consonants, then became syllabic combinations and from there we built our first phrases (groups of words representing ideas), sentences and propositions . This method is ideal when it comes to transparent languages \u200b\u200b(written as pronounced) as in the case of Castilian, and one of the books that best reflects this concept is the Coquito. Personally, I like this system of teaching, however, phonological or indirect method should be abandoned as 8 years and use the visual method or "direct" (that is 100 times faster than indirect), and then the concept of reading speed becomes an indicator of text comprehension.

visual or direct method is to perceive the words as a whole, imagine for a moment a cigarette on the table and look at him. Surely you are looking at the cigarette in its entirety, it began to look from one end, but holistically. This method is also called "gestalt" because of its global nature. The reader can not only look at a word in its entirety, through training (which is not difficult) can perceive phrases, ie groups of words that represent ideas and not isolated words whose meanings depend on context. This method allows the reader to link phrases and ideas and, thus, construct meaning up to the understanding of prayer. One of the great advantages that this method is that the student is forced to increase their concentration and does not disperse as he reads on the phonological approach.

With all humility I can assure you that if we manage to leave the stage children use phonological and visual or direct method, we can be sure that your understanding will increase significantly. There are very simple exercises you can do (I promise to introduce a few) and do not require special or large text investments.

Turning to the zigzag method, also use it in the reading of narrative texts (stories, novels, legends, etc..), But never argumentative texts, unless it is for reconsidering. Can also be used to read newspapers and magazines.

breaks that occur when you reach the end of the line of text can be one to ten lines and it will depend on the practice you have and the nature of information search. Try it line by line and then, when you want, increase the breaks. In http://www.lecturaveloz.cl/facs4.pdf can find some exercises to practice.


Thanks for reading




Manuel Urbina

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II CONGRESS OF STUDENTS OF LITERATURE (CONELIT) 2008, University Reflections on Latin American literature.

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A GUIDE TO IMPROVE READING SPEED READING SPEED MEASURE

reading speed in reading aloud can be improved through a program aiming towards that goal and for this, firstly, it should be a model of good classroom teacher reader (modeling), and secondly, you must set two types of exercises: the first is related to breathing and second with articulation, intonation. Remember that to be a good reader is not necessary to have a "good" voice, to be in training in breathing and articulation, intonation.

BREATHING EXERCISES: Get

smaller balloons and then inflate their students as pushing the diaphragm muscle that is in the womb. They should not inflate the cheeks or jowls, lips should be separated and put pressure millimeter diaphragm.

Sit-ups strengthen the diaphragm, allowing easier control during reading. We also prevents a sore throat from talking and, worse, if we shout.

JOINT EXERCISES:

1. Twisters : the success of the twister is to double, triple, quadruple ... exaggerate the joint. If the joint is not exaggerated to the max, it makes no sense to practice and the teacher has to be the best example and motivator (his own motivation is contagious to others.)

2. Trabacuentos : stories are commanded to build very simple but using a series of syllables as tra, tre, tri, tro, tru, breeding, growing, cri, cro, cru, etc., Then read abusing the joint: Consider the following examples:


A. In the city there was a train called thunder naughty that broke a wheel because tripped over a log that blocked the passage. Patricio was sad and I wanted to encourage playing the trumpet.

B. In a puddle anywhere in Chechnya, was a Chinese and a jacket awaiting the arrival of a rainstorm that came from Kashmir. Both were spies for a sneak gossip. To pass unnoticed read a book of jokes about Chicago. The jacket had a patch of chorizo \u200b\u200bon the right sleeve.


3. Spoken text Reading: Children read assuming the role of the character and emphasize the intonations that arise. For this exercise you need at least two children. Should dramatize their reading which also accomplishes the inhibitions and fear losing out to the front.

Note:

- Peter, I could tell time?
- I like it!
- Please ... do not be unwell ... I do not want to be late for school.
- I told you I do not feel like it!
- So, I'll never read a story!
- Seven-twenty!

4. Reading invented words: It is a list of words (can be 10, 20 or 30) do not exist as trofolis, unions, fabrol, mertrafa, lionje, vilgabro, etc., And seeks that the student read in the shortest time and every time I start again should do it with better pronunciation and in less time. This exercise will improve their decoding when reading words that are of linguistic usage.


5. Intonation reasoned: So we call exercises consisting of read sentences interrogative, exclamatory, declarative, hesitant, much emphasis is placed on the intonation and the speaker's intention. It is desirable to create sentences in which they are present all punctuation.

Examples:

remain five minutes! We're late! Hurry!
As for what we talked about yesterday, or not to accept the offer that I made?
Miguel, do you know what you doing this summer?
Do you know what you doing this summer, Miguel? Do you
you had not heard yet? Came out yesterday in the press.

is necessary that the teacher comes to mind other strategies that could well be used, and that's what we want, who dares to create other activities (and sharing on the network) and increasing cash them until you find the perfect polishing and while Therefore, we will have formed some good readers who will give us the greatest satisfaction when we see them read good articulation and intonation.

I leave you for now and hope that they can use this guide. 23:53 are in Peru and, for a moment, I thought it would not accomplish what I announced yesterday in the post. Thanks for reading


Manuel

Urbina
prolector@hotmail.com

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ORAL READING OF ITS STUDENTS

The reading speed it can be defined as the number of correct words a minute, but as the words can be read silently or aloud, the speeds will be totally different depending on the type of reading to do and ways to measure them.

silent reading will always be faster than the oral because the processes involve text-eye-brain and how to measure it is more complex and their results are based more on understanding the text in the act decoder. A good speed for narrative texts (novels, tales, legends, myths) ranges between 250 and 400 ppm , and can be read at higher speeds, comprehending all, to the extent that the reader make a visual training that will allow you to fixations covering more than one word at a time. This allows instead of perceiving single words (whose meaning is always contextual) can receive in one setting one or more sentences (minimal units that convey ideas) so that access to meaning and construction progresses associating these ideas or phrases, while if the reading is word by word access to meaning is easily dismantled and then at the end of the reading has understood little or nothing.

oral reading aloud or is, in relation to silent reading, less rapid because the processes involved in reading increase: text-eye-brain-joint-hearing- brain, and speed measuring reading is taken into account the number of words read correctly in one minute. If the student read 50 words a minute and over a mistake in 12 words (up syllables, changed, eliminated them, etc.) Reading speed would be the result of 50 fewer words than the 12 he read incorrectly. The result would be 38 words per minute, which would be your reading speed. As shown in this measurement is given greater importance to the decoding that understanding itself, however, it is known that fluent readers (as well as to pronounce it, do the intonations and pauses right) have a higher level understanding.

Getting first-grade children read 50 ppm is a good average, second, 60 ppm, in third, 70 ppm, fourth to sixth, 80 to 100 ppm in high school now a good reading speed will range between 110 ppm to 150 ppm These amounts can be modified to the extent that training programs are conducted covering periods of breathing, articulation and reading modeled (in the next post will publish a training guide for improving reading speed in oral reading.)

Calculate the speed of reading is complex, however, there are now alternatives that provide a test to measure reading speed.

Alternatives:

1. "How can we know the exact number of words that has a text ?
is easy, put the text that is going to be read in Word (Microsoft), give a click on FILE and scroll down to PROPERTIES, STATISTICS and then find the exact number of words is reading.

2. "I know how many words you've read for a minute ?
There are two ways: first, a series of mathematical operations (is complex and we'll say later) and the second, which is more practical and very effective for assessing reading speed when reading it aloud. Is to write fewer words in a line and in the right place the number of words that add up.

Note:

a huge lake in Africa, (6)
named Victoria, lived Pompey (10)
hippopotamus. He was an excellent (16)
swimmer since childhood had (21)
participated in various competitions, (25)
in which he always remained in the (32)
top. In the lake (38)
was organizing a new tournament (43) and of course
Pompey signed, (49)
like other hippos (55)
also lived in the lake. (60)

(The text will continue until the end)
Note: editing problems I can not put the right numbers, however, what could you run from your PC ( in the photo above is a model )

Thus, when students read the text, you make up and can make the words which make the mistakes pronunciation, and after a minute, you can know which line will be left to the right and the reference quantity. Finally, this quantity less the number of mistakes and that will be your student's reading speed.

Remember, this test only gives the student's reading speed and the aim is that students, through a training program (post a guide tomorrow) increase their reading speed with which would generate a variable that will ensure that the student understands what he reads.


Thanks for reading

Manuel Urbina
prolector@hotmail.com

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SPEED READING: READ 2000 WORDS PER MINUTE

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THE HOUSE IN THE TREE

This week my daughter Yvonne (8) and my niece Fatima (7) released the treehouse. I never thought I was going to like it so much, so much so that were in that magical place almost all day Saturday and Sunday. Increased their dolls, journals, books, and had as guests for President and Cimarron, two beautiful kittens. Seeing them happy

filled us with happiness and we understood that children need a place to reunite with that world of fantasy that everyone will someday dream. The saw-no-they realize how they did talk to her dolls and how they created different situations so full of imagination, creativity and good taste.

These images made me candy remember those days of my childhood with my brothers were building race cars with blocks of bricks, wood and things we took out of the kitchen and anywhere in the house. With what passion drove our racing cars even though they did not move an inch, but it was so wonderful to be there roaring up and do acrobatics. That night in my dreams, winning the race.

Adults Adults have our space and our children also need yours, hence, how important is crearles a small room in the house may be on the patio in the garden or in the corner to which we have become in a permanent repository. It is also good to get them to an amusement park, beach, movies, fairs, home of the family, etc., And have fun.

Perhaps this issue is not related to overall reading, but wanted to share this joy and this simple reflection with you. My apologies if I said more to say.


Thanks for reading

Manuel Urbina

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reading fluency as the best indicator Backlight compensation TEXTS OF THE COLLEGE

reading fluency is the best indicator to know the level of student understanding. If the reading aloud, reading fluency has three elements:

1. Automaticity
2. Expressiveness
3.
reading speed
1. Automaticity : Makes the student sees the word as a whole and the rule in its entirety, reads pausing between syllables or one syllable and another as he learned to read. Do not change a syllable or letter for another (does not say "master" on the "sample"), ie, not increase, or decrease, or change the original word: reading the word as written.

2. Expressiveness (Intonation and adequate breaks) : Do not read words in isolation or one by one, but read syntactic groups endowed with meaning (instead of reading: "My ... friend ... come ... tomorrow .. ., "reads:" My friend will come tomorrow "), ie between a phrase and one that breaks it thinks fit. While reading responds to punctuation and made tone ascending descending ","), ("¿?", "¡!", (".", "") or suspension ("...", ":").

3. reading speed: This is defined as the amount of words read correctly in one minute. If both of the above variables the student's reading speed must be adequate. For this reason, if you want the students to develop their reading speed should work automaticity and expression through exercises designed exclusively for it, however, the teacher is the first model of fluent reader, if he or she does not read properly , did not see any sense to those exercises. For this reason, the teacher should develop their fluency and this is achieved in two ways: first, assuming the importance and theoretical knowledge of reading fluency and, secondly, through practical exercises and reading permanent.

reading fluency in oral reading is very different (radical) than silent reading, however, its development is related to oral reading fluency and other aspects that we will see soon, as well as proper exercise .

PS: A good age to start developing reading fluency is after eight years, when students have learned to decode properly. In earlier grades could continue with exercises that develop phonological awareness and alternate with readings of short texts that are high in readability and legibility.


Thanks for reading

Manuel Urbina
prolector@hotmail.com

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INFANT JESUS \u200b\u200bOF PRAGUE

Yesterday Tuesday we had the pleasure to share our experiences in the field of Reading with the teachers in the area of \u200b\u200bArts College Infant Jesus of Prague, directed by Sister. Gloria de la Cruz who was accompanied throughout the session to their teachers (as they should), and also attended the Sr assistant director. Guadalupe Chanco.

Our presence at this school was due to the invitation received by Professor Dina Fuentes, who had the pleasure to know through this blog. Three hours were not felt by the participation of all teachers, including the director and deputy director of this great school that is in Callao.

The issue we tried had two stages: In the first we saw the real situation of reading comprehension in Peru through various national and international studies like PISA and LLECE, the second part was addressed to UN DEVELOPMENT PROGRAMME INTERVENTION TO IMPROVE THE LEVEL OF UNDERSTANDING.

Congratulations to all and has been a great pleasure to have met. Manuel

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FIRST, SECOND, third, fourth ... FORMS ARE CORRECT! READING

Surely you, dear reader, have heard that we should not say "first" because there is no "second" or "third", etc.., Then, just as false and ridiculous. The terms "first", "second", "thirdly" and all that can be formed are forms that act as adverbs correct order, although in the case of "first" and "lately" does not always function as adverbs of order but, in most cases, such as adverbs of time.

What happens is that Castilian dialects spoken in Peru and some neighboring countries, these forms do not constitute our standard language and therefore do not have to say they are wrong ways. It's like when a friend recently Colombian warmly greeted the people of Huancayo, saying, "Dear huancanianos and huancanianas" (when our rules impose "Huancayo - Huancayo), and of course, no one could say that these gentile are incorrect because they are used the suffix "-anus-ana" (there are different types of suffixes to form gentile). If they were wrong, then we should not say "Peruvian" but "peruínos" and "peruínas.

just happens that both forms are correct or accepted, but the use of either responds exclusively to the form of higher preference for the community. Another is the many cases presented with "video", whose use is peninsular pronunciation antepenultimate ( saw deo), while in Latin America is serious (vi of o), and never mind that comes from the English " vi deo "with pronunciation antepenultimate simply becomes severe as the great majority of words in our language. Thus people prefer the SAR can not do anything to change it, just recognize it and legalize it.

Returning to our theme, "first" not only acts as an adverb of order, but also can function as an adverb of time. In the sentence: "First tell me what happened and that was the problem. "Tantamount to saying" Right now tell me what happened and that was the probem. "Semantic value" first "have nothing to do with the order or the fact that after this the term "second" or "third". So when you hear expressions like " not say" first ", say" first "because after" comes in second place "has not always considered "first" is an adverb of order and, therefore, no place for "second" or "second." Some

ejemplitos:

A) First took their luggage and secondarily, paid for the service. (Correct)
B) First took their luggage and second , paid for the service (right)
C) First must return the food, then we'll see what we do. (Correct)
D) First I want to congratulate and secondarily giving them this recognition (correct)

In A and D act as adverbs of order, while C is an adverb of time. In B forms in bold are adverbial.

The following I just found in the author http://ggonzale.blogspot.com/ are of Mexican origin and see how he uses the terms mentioned without any objection:

"... Why? First, I have had coffee and suddenly the term as Garfield time after taking espresso. secondly it , preceding heartburn coffee. drank coffee in the morning and the day I spent with heartburn. "


Thanks for reading

Manuel Urbina
prolector@hotmail.com

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PERU CONGRESS 2008 - 2009

We are not just in Peru, and other Latin American countries we are interested in learning cognitive processes that occur during reading and also learn strategies to gain access to a better understanding of texts. Then, as researchers and current faculty can ensure the teaching of reading comprehension of our students, otherwise, common sense does not ensure the optimal development of this competition so important and so undervalued in our educational system.

What better way to find conferences, forums, meetings, seminars, courses, etc. On the Reading via the Internet, however, in Peru, there are very few events of this nature. Those that have been made throughout the year do not exceed ten and we posted on this blog in due course. It is possible that having more than fifty universities with faculties of education, do not give the size and space that should be teaching reading comprehension.

I entered the pages of each of the universities and gives a lot of grief and indignation to see that no events related to reading, although there are hundreds career-related business. This lack is accountability, not students, but teachers and university officials with their petty actions reveal his severe incompetence to govern the destinies of thousands of future teachers.

remember that although you do not I believe, do not exist in any faculty of education, a specific course that deals with the theoretical underpinnings of learning to read. For this simple reason is that teachers are not trained to promote the teaching of reading among their students. Hence, the results on reading tests are as catastrophic as the academic performance of many students.

Teachers want to learn, but we found the right places and Conferences, Forums, Seminars, Symposia, Roundtables, etc.., To receive adequate information and updated, if not for the Internet that allows access to books, theses, magazines, blog, etc., we would be more lost The deans of faculties of education.

May the Education Minister José Antonio Chang, and the National Assembly of Rectors and do something about that also, through its various agencies, promote the development of courses on teaching strategies of reading. Do not expect the results of PISA 2009 for leave to look responsible as they have recently blaming the teachers. Thanks for reading



Manuel Urbina