Model For Female Art Students

WORKSHOP-COURSE OF READING COMPREHENSION, LIMA PERU 2009

WORKSHOP-COURSE OF READING COMPREHENSION, LIMA PERU 2009

invite teachers in Lima and provinces to participate in the course-workshop READING COMPREHENSION THROUGH READING TECHNIQUES FAST.

be held on February 22 from 9 am to 5 pm on the premises of THE MAGIC WORLD OF READING, located on Avenue Antúnez de Mayolo 844 (height of the Municipality of Los Olivos, Lima).

This course is aimed at teachers national and private schools, pre-registration email prolector@hotmail.com

Registration: S /. 50. 00 (teaching materials, diploma and a CD with five books on reading comprehension, metacognition, reading speed)

Capacity: 50 students.

AGENDA:

Part 1: Theory

The importance of reading Reading Classes



cognitive processes of reading

Origin

Speed \u200b\u200bReading Speed \u200b\u200bReading Myths

How affects reading speed in text comprehension

Basic Materials to develop reading speed
Countries that have implemented
Reading Speed \u200b\u200bin its educational programs.

Part 2: Workshops

Fluency workshop and developing an intervention program for students with reading comprehension problems

Development Workshop minimal materials and tools for implementing a Speed \u200b\u200bReading course

Leader:

Manuel Urbina,
Master in Theory and Practice of Reading

Lads-have-a-cold-shower

children read "Babu" (ROY BEROCAY) USING SPEED READING TECHNIQUES


(SEE VIDEO 1 LISTED AT THE TOP RIGHT)
in group: Brenda, Vanessa, Kevin, Julie, Evelyn, David, Abdel , Irving, Diego Alonso, Cinthya, Roland Renathe Raul


This group consists of children whose ages range between 9 and 11. This is the fourth class LecturaVeloz course and now the group puts into practice some of the reading techniques that were made in the three previous classes. Read the book

Babu, Roy Berocay and as you can see the use of the reading speed is allowing them access to the meanings of texts, ie not affected by the understanding, on the contrary shows that they are clear what they are reading.

The book assigned for this session also plays an important role because it has features that make compatible with the reading skills of these children: short sentences, legible letters, illustrations, and the issue is related to familiar experiences such as the visit to a zoo.

the student for further enjoyment of reading the text, we conducted a post-reading activity in which children express their views on the role of the characters and judge the role played by them (guided by teacher). Some are in favor of this or that character, while others are against it and since its percpepción respuestas.Todas support their responses are valid, each student can express themselves freely and in this way we achieve other objectives that allows reading: develop communication skills.

is very gratifying to see how these little support for their answers and see how they form factions or groups advocating this or that position. Assessment is ongoing throughout the process, however, in the end, we take a simple test which ends this session. I do not doubt, that these children acute happy return to their homes. Thanks for reading



Manuel Urbina

Vegetable Or Corn Oil On Horse Feed

fluency AUTOMATICITY + SPEED = More


speed reading courses are practical. It gives the student a series of exercises to be performed in series, for a set time (for one to three minutes) and at a rate of between 80 and 200 strokes per minute.

After completion of these exercises to help ensure that students acquire automaticity and speed (in recognition of words and phrases) and thus develop the most important variable for any type of reading comprehension, that is, we are referring of reading fluency.

All theories of reading fluency recognize the cornerstone of the reading and allows students access to the construction of meaning or comprehension. Although scientific theories talk about its importance, little or no school aims to develop fluency Reading through systematically programmed exercises. Worse still, many experts in the field argue that the constant repetition of these exercises are useless activities.

Even when participating in conferences in Arequipa reading (March 2008) and Huancayo (July 2008) many reading specialists-Peruvians and visitors, were reluctant to my paper that was about speed reading as an alternative for Reading Comprehensive. However, during my presentation I was showing that Speed \u200b\u200bReading all it does is give attention to reading fluency as a key variable for understanding texts. Thankfully, after listening to me, acknowledged the role of this variable and saw that we were not inventing or creating categories magic or ghosts.

Returning to the subject of these exercises are repeated in series and for the development and evaluation of the data you need to have a stopwatch, a timer and a metronome. Without these tools (and the bundles of exercise) there is little that can be advanced to be able to develop reading fluency in students, and with them the goal can be achieved in a couple of classes.

Finally, when the student has developed her fluency pass another variable to the understanding, metacognitive learning strategies (underlining, organizers, sommelier and summaries, etc.). This is when and readers can discuss preparations. Thanks for reading




Manuel Urbina
prolector@hotmail.com