grado en educaciÓn primaria(teacher´s guide) from different publishers (anaya, oxford and...

GRADO EN EDUCACIÓN PRIMARIA

CENTRO DE PROFESORADO SAGRADA FAMILIA

ADSCRITO A LA UNIVERSIDAD DE JAÉN

(2013/2014)

TREATMENT AND ANALYSIS OF THE READING

SKILL IN PRIMARY TEXTBOOKS

Alumno/a: Ramona Mª Garrido Jiménez

Director/a: Jesús J. Risueño Martínez

Fecha: Úbeda, mayo de 2014

TREATMENT AND ANALYSIS OF THE READING SKILL IN PRIMARY TEXTBOOKS

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ÍNDICE

Página

1. INTRODUCTION……………………………………………………………………..3

2. WHY IS READING IMPORTANT?.............................................................................3

3. WHAT IS READING?…………………………………….…………………………..5

3.1. Reading purpose and reading comprehension…………….…………………....5

3.2. Reading as a process………………………………………….……………..….7

4. CHARACTERISTICS OF A GOOD READER……………………………………….8

5. READING STRATEGIES……………………………………………..………………9

5.1. Integrating Reading Strategies……………………………………....………..12

6. READING ACTIVITIES…………………………………………………………….13

6.1. Phases…………………………………………………………………............14

6.2. Bloom´s Taxonomy……………………………………………………...……17

7. THE SPANISH CURRICULAR DESIGN…………………………………………...18

8. ANALYSIS OF READING SKILL IN PRIMARY TEXTBOOKS…………………19

8.1. Analysis of reading skill in Explorers primary textbook (OXFORD)………..20

8.2. Analysis of reading skill in Quest primary textbook (MACMILLAN)……....22

8.3. Analysis of reading skill in Keyhole primary textbook (ANAYA)…………..24

9. FINAL CONCLUSIONS……………………………………………………………..25

10. BIBLIOGRAPHY…………………………………………………………………….28

11. ANNEX……………………………………………………………………………….30


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Abstract: This study deals with the analysis of the reading skill in three primary textbooks

(teacher´s guide) from different publishers (ANAYA, OXFORD and MACMILLAN). These

primary textbooks are from 3ʳᵈ grade of primary. The textbooks will be analyzed keeping in

mind different criteria according to what is said in the theoretical background and official

curriculum about the teaching of reading skill. So, the main objective in teaching reading skill

is that students become good readers. To achieve this, students need to read with a purpose in

mind, read actively, take risks, read different types of texts and apply varied strategies to

achieve comprehension. Moreover, our students have to appreciate the pleasure of reading

and be motivated to read. Consequently, the criteria followed to analyze the primary

textbooks are: Bloom´s taxonomy, activities´ phase (pre-while-post activities), strategies

worked in the activities, type of texts, variety of activities, if students read with a purpose in

mind, interesting topic and clear attractive layout. Through these criteria, we try to analyze if

the different primary textbooks analyzed contribute to get good readers.

Keywords: reading strategies, bloom´s taxonomy, reading for a purpose, activities´ phases

1. INTRODUCTION

Nowadays, teachers usually use textbooks to teach a foreign language (English). For

this reason, it is very important to check if the textbooks used are appropriate to achieve the

objectives that the Spanish Educational Laws establish about learning a foreign language. As

learning to read is very important, this study will analyze the treatment of the reading skill in

three primary textbooks (teacher´s guide) from different publishers (ANAYA, OXFORD and

MACMILLAN). So, this study tries to verify if the analyzed textbooks contribute to

accomplish the goals about the development of the reading skill required by the Spanish

Educational Laws and the theoretical background about this matter. Consequently, we are

going to analyze if our students become good readers through the activities done in the

analyzed textbooks.

2. WHY IS READING IMPORTANT?

People always have wondered why is reading important. Reading is important for

different reasons. We will mention some of these essential reasons below, but it is important

to know that having difficulties with vital reading skills is not a sing of low intelligence. We

have the case of John Corcoran, who wrote The Teacher Who Couldn´t Read. He is a very


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intelligent man because he graduated from High School and College, became a popular High

School teacher and later a successful business man all without being able to read.

Consequently, if John Corcoran has success without reading, why is reading

important? If you read Mr. Corcoran´s story, you can notice that he was an unhappy man and

he felt alone before he learned to read. So, he was successful because he was an intelligent

and skilled man. However, he could not read, his life was harder and less enjoyable.

For this reason, reading is important because:

1. It is fundamental to get on in today´s society. We need to read a lot of things in our

daily life. We have to read medicine bottles, instructions, road or warning signs, maps,

letters, newspapers, menus and so on.

2. It helps to develop the mind. Through reading people learn to understand different

ways of thinking and feeling of other people, become more flexible and open-minded.

3. It lets us to discover new things. When we read magazines, books, articles websites…

we receive a lot of new information that allows us educate ourselves in any area of life

we are interested in. So, people with effective reading skills can learn new information

about the world, people, events, places and so on. Moreover, reading enriches their

vocabulary and improves grammar and spelling.

4. It develops the imagination and creativity of people. When we read a book, for

example, we can go anywhere in the world. Also, we can be a king, or an adventurer,

or a princess… there are a lot of possibilities! This is a fun experience that develops

our creativity because we can think different endings; think about what is going to

happen next…

To summarize, avid readers are quicker to analyze facts and find connections between

seemingly unrelated ideas and have better skills for comprehending, analyzing,

understanding, responding, and, finally, learning from what he or she reads. As a result, it is

easier for good readers to get used to new and unfamiliar circumstances or ideas. They are

easier to communicate with, and have higher chances to succeed in both professional and

personal life (Kondrat, 2009).


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3. WHAT IS READING?

We can say that reading is a process which requires word recognition and

comprehension to make meaning from print. So, reading involves decoding the words and

applying skills to comprehend the underlying, deeper meaning of the sentences, the

paragraphs and the entire text. However, sometimes we can make meaning from print without

being able to identify all the words because we use reading comprehension strategies.

Consequently, “reading is a written receptive skill which activates a chain of cognitive

processes in making sense of the text and not only words recognition. In this making sense

readers draw inferences, construct interpretations and respond actively to written texts”

(Madrid & McLaren, 2004: 220). In brief, we can say that understanding a written text means

extracting the required information from it as efficiently as possible. The strategies which we

apply depend on the type of text: we do not use the same strategies when we carefully read an

article of special interest in a scientific journal than when we read a newspaper.

As we can see, reading is an interactive process in which the reader interacts with the

text to create meaning as the reader's mental processes work together at different levels. The

level of reader comprehension of the text is determined by how well the reader variables

(interest level in the text, purpose for reading the text, knowledge of the topic, foreign

language abilities, awareness of the reading process, and level of willingness to take risks)

interact with the text variables (text type, structure, syntax, and vocabulary).

In this interactive process of creating meaning, the reader´s schemata are very

important. The reader connects his/her background knowledge about the cultural aspects or

content of a text (content schemata) with his/her expectations or knowledge about the

structure, organization and formal aspects of a text (formal schemata) to create meaning and

comprehend the text. Here the importance of activating the students´ background knowledge

and introducing the type of text before starting to read a text.

3.1. Reading purpose and reading comprehension.

Reading is an activity with a purpose because whenever we read, we have a specific

purpose in mind. This purpose guides the reader´s selection of text and also determines the

appropriate approach to reading comprehension. Consequently, a person may read for

pleasure and other for learning how to do something. These two people have different


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purposes for reading, the texts that they read are different too and therefore, they will apply

different reading strategies to achieve comprehension and their purposes.

Consequently, when students read, “it is important that they keep a purpose in mind

while they are reading to sort and organize new information, connect it to their purpose for

reading and be able to articulate and justify how the new information they have gained helps

them achieve the purpose of reading” (Connolly, 2006:210). For this reason, students need to

read different types of text with diverse purposes: reading to be entertained, be informed,

learn how to do something and so on. To achieve this, teachers have to select varied types of

texts in which students need to read for different purposes.

Jiménez & Ruiz (2004: 221) give a selection of reasons for reading and the type of

texts which can be used in the Primary classroom:

Reasons for reading Text selection

To get information or search for

information.

o Travel brochures

o Train timetables

o Bus schedule

o Public signs

o Weather forecast

o Menus

o Internet: web sites

To satisfy curiosity about a topic. o Magazine articles

o Newspaper editorials

o Advertisements

o Internet

To follow instructions. o To know how to use a game

o Recipes

o Maps

For pleasure and enjoyment. o Poems

o Short stories

o Jokes

o Plays

o Cartoons

To keep in touch. o Postcards


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o Letters

o Notes

o Messages

o Invitations

o Emails

To find out when and where. o Announcements

o Programmes

3.2. Reading as a process.

As we said above, reading is an interactive process that goes on between the reader

and the text, resulting in comprehension. The text presents letters, words, sentences, and

paragraphs that encode meaning. So, depending on the purpose of reading and the reader’s

competence in the foreign language, he/she will use different types of knowledge, skills, and

strategies which include:

Linguistic competence: the ability to recognize the elements of the writing system;

knowledge of vocabulary; knowledge of how words are structured into sentences.

Discourse competence: knowledge of discourse markers and how they connect parts of

the text to one another.

Sociolinguistic competence: knowledge about different types of texts and their usual

structure and content.

Strategic competence: the ability to use top-down strategies (see Strategies for

Developing Reading Skills for descriptions), as well as knowledge of the language (a

bottom-up strategy).

As we can see, the purpose(s) for reading and the type of text determine the specific

knowledge, skills, and strategies that readers need to apply to achieve comprehension.

Reading comprehension is thus much more than decoding. Reading comprehension results

when the reader knows which skills and strategies are appropriate for the type of text, and

understands how to apply them to accomplish the reading purpose.


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4. CHARACTERISTICS OF A GOOD READER.

We have previously mentioned that reading is an intentional, active, interactive

process that occurs before, during and after a person reads a particular piece of writing. So,

when a person reads a text he engages in a complex array of cognitive processes. He is

simultaneously using his awareness and understanding of phonemes (individual sound

“pieces” in language), phonics (connection between letters and sounds and the relationship

between sounds, letters and words) and ability to comprehend or construct meaning from the

text. Moreover, whenever we read, we have a specific purpose in mind. A person may read in

order to gain information or verify existing knowledge. A person may also read for

enjoyment. Consequently, this purpose guides the reader's selection of texts and also

determines the appropriate approach to reading comprehension.

For this reason, “phonemic awareness and phonics, while necessary to learn to read, are

not sufficient, especially when we think about reading as a way to extract meaning from

printed text. Good readers must also be able to apply these skills quickly, understand the

words they read, and to relate what they read to their own lives and experiences”

(http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-

reading-for-meaning/).

Consequently, the characteristics of a good reader following French, Ellsworth and

Amoruso (1995:72) are:

1. Good readers know that the goal of reading is the communication and

construction of meaning. To achieve it, they use both information from the text

and their prior knowledge.

2. Good readers are active readers and are risk takers. So, they interrogate the text;

they interrogate themselves; they try guess word meaning and plot direction.

Good readers are “purposeful, active and flexible” (Winograd and Niquette,

1988: 40).

3. Good readers exhibit self-confidence, a sense of control and an interest in

reading. This sense of self-confidence, control, and interest allows the good

readers to take risk in decoding a word to displaying confidence in strategy use.

4. Good readers activate prior knowledge of content and of text structure to develop

hypotheses and predictions about words, concepts and meaning to further

comprehension of text.

http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-reading-for-meaning/

http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-reading-for-meaning/


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5. Good readers employ different strategies when they interact with the text to

construct meaning.

6. Good readers engage in metacognitive and metalinguistic strategies as they read

and use text information, that is, they have the ability to think about the process

or strategies in order to ensure successful comprehension.

7. Good readers use a variety of text cues: graphic and pictorial cues, identification

of key words, word recognition, phonemic and structural cues, signal words,

word meaning, syntax, text structure and content.

In accordance with the previously presented, our students need to read with a purpose

in mind, read actively, take risks, read different types of texts and apply varied strategies to

achieve comprehension. Moreover, our students have to appreciate the pleasure of reading

and be motivated to read. If we get this, our students will be good readers.

5. READING STRATEGIES

Learners do not automatically transfer the strategies they use when reading in their

native language to reading in a language they are learning. Therefore, as the written text is

static and permanent, students are often enticed to read it slowly, trying to decipher every

word. In this way, they will never read English text quickly and they will be bad readers. For

this reason, students have to develop a set of reading skills and match appropriate strategies to

each reading situation, reading purpose and type of text. They will be aware that a text can be

understood even there are words or structures that we do not understand. So, teaching

strategies in a Foreign Language class will help students overcome their anxiety about not

knowing every word.

Effective readers are those who identify a purpose for reading and select appropriate

strategies to meet the reading goal for a particular text. Consequently, “teachers have to help

learners become effective readers by teaching and reinforcing strategies that can be employed

before, during and after reading” (Connolly, 2006: 209).

Strategies that can help students read more quickly and effectively and so, they need to

be an efficient reader includes:

Previewing: reviewing titles, section headings, and photo captions to get a sense of the

structure and content of a reading selection. This strategy helps students learn the


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material better by setting a purpose for reading, focusing on the most important

information, and connecting the information in the text to what they already know.

Predicting: this strategy helps students to activate their prior knowledge. So, students

use knowledge of the subject matter to make predictions about content and vocabulary

and check comprehension; they use knowledge of the text type and purpose to make

predictions about discourse structure; they use knowledge about the author to make

predictions about writing style, vocabulary, and content.

Through using this strategy of making predictions, students ask them what they think

might occur in the story. It connects to the students with the text. Therefore, using the

text, students refine, revise, and verify their thinking and predictions.

Skimming: it consists in glancing quickly through material to gain an overall view of

the text. So, we read through it to get a general idea of what it is about. Skimming is

done at a speed three to four times faster than normal reading. The strategies in

skimming are read the first and last paragraphs using headings, summarizes and others

organizers; read the tittle, subtitle, subheading and illustrations; read the first sentence

of each paragraph; find dates, names and places; and use it to review graphs, tables,

and charts.

Scanning: it consists in glancing through a text to locate specific details. Therefore,

you know what you are looking for and you are concentrating on finding a particular

answer (for example: a date, a specific word, the answer to a question…).

Consequently, scanning involves moving your eyes quickly down the page seeking

specific words and phrases. The strategies in scanning are look for the author´s use of

organizers such us numbers, letters, steps, or the words first, second and next; look for

words that are bold faced, italics, or in a different front size, style or color.

Reading for detail: readers pay very close attention to each and every detail in the

reading. Therefore, skimming and scanning are done quickly, but if we want to follow

a text in detail we read more slowly. For example, if we are reading an instruction

manual to operate a machine, we need to follow each stage of the text carefully. If we

are reading a textbook studying for an exam, we do it carefully, paying attention, and

probably taking notes as we read.

Reading for pleasure: When we read a novel, a magazine, or a letter from a friend we

usually read some parts of the text carefully and other more quickly depending on our

personal interests.


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Deducing meaning from context: deducing of meaning is important for a language

user who will often meet unknown words. The native speakers can guess meaning

from context through the words occurs (the sentences, information and grammar that

surround it), using prior knowledge of the subject and the ideas in the text. For this

reason, our students need to know skipping unfamiliar word(s) and reading on to

provide sufficient context to determine unknown word/phrase, using knowledge of

letter-sound relationship to decode unknown words and transferring what they know

about familiar words to help them to identify unfamiliar words.

Recognising function and discourse patterns and markers: When students see how

information is organized in text and how that information can be arranged in graphic

organizers, the information in the text is much easier to comprehend. So, when native

speakers read 'for example', they know that this phrase will be followed by an

example. When they read 'in other words' a concept will be explained in a different

way. On the other hand, recognising such discourse markers lets them to understand

how a text is constructed. For this reasons, it is important to be able to recognise

devices for cohesion and understand how a text is organised coherently.

Inferring meaning: it consists in taking information from text and creating our own

interpretations beyond the literal level. We need to apply this strategy because

sometimes part of the meaning of the text is not explicitly stated and we have to infer

it, we have to make our own conclusions.

Paraphrasing: stopping at the end of a section to check comprehension by restating

the information and ideas in the text.

Students need to know how and when to use strategies which are most appropriate for

particular task and materials. “As teachers, we cannot simple define what our students already

do well or what we like to teach. We need to have a clear sense of the range of strategies all

readers should have at their disposal and to ensure that our students develop these”

(Blachowicz and Ogle, 2008: 13). For this reasons, teachers can help students learn when and

how to use reading strategies in several ways:

Teachers can explain aloud the processes of previewing, predicting, skimming and

scanning, and paraphrasing. In this way, students will see how the strategies work and

how much they can know about a text before they start to read.


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Doing in class previewing and predicting activities as preparation for a reading text.

For example, before to read a text we can see pictures or read the title and think about

what will happen in the text. Students will notice the importance and value of these

activities.

In order to help students to learn how to guess meaning from context, we can use cloze

(fill in the blank) exercises to review vocabulary items.

Students can talk about what strategies they think will help them approach a reading

assignment, and then talking after reading about what strategies they actually used.

This helps students develop flexibility in their choice of strategies.

When language learners use reading strategies, they find that they can control the

reading experience, and they gain confidence in their ability to read the language.

5.1. Integrating Reading Strategies

“Expertise in reading involves many competences, including decoding, automatic

word recognition, knowledge of vocabulary and grammar, and familiarity with the topic

began to read” (Janzen and Stoller 1998:251). Moreover, expert readers apply a variety of

strategies and use this flexibly and together with one another.

For this reason, instruction in reading strategies is not an add-on, but rather an integral

part of the use of reading activities in the language classroom. So, teachers have to help their

students become effective readers by teaching them how to use strategies before, during, and

after reading (http://www.nclrc.org/essentials/reading/goalsread.htm):

Before reading, plan for the reading task: teacher should decide the purpose for

reading, what linguistic or background knowledge is needed and determine if they are

going to work the text attending to the overall meaning (top down) or focusing on the

words and phrases (bottom up).

During and after reading, monitor comprehension: teacher should verify predictions

and check for inaccurate guesses, show to student how prioritize most important

information through deciding what is and is not important to understand, reread to

check comprehension and ask for help.

After reading, evaluate comprehension and strategy use: teachers should evaluate

comprehension of text and the progress in reading. Also, they should decide if the

http://www.nclrc.org/essentials/reading/goalsread.htm


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strategies used were appropriate for the purpose and for the task and modify strategies

if necessary.

6. READING ACTIVITIES

According to what we say beforehand, the development of student´s reading skills

should be the main objective of teachers. To achieve this, teachers have to include reading

activities in the classroom. The reason is that the introduction of the reading activities in the

classroom helps students develop their reading skills by training them to become more

proficient, by making them aware of the need to work on their skills, and by making them

more confident in dealing with such activities.

However, developing reading activities do not only entails the selection of a text that

is appropriate to both proficiency level and the interest of the students and writing a set of

comprehension questions for students to answers after reading. Also, the selected text must

provide to students practice in the reading skills that we want to reinforce. Consequently,

reading activities must increase students´ communicative competence and build up students´

confidence in their reading ability.

To accomplish this, teachers have to follow the next steps:

1. Construct the reading activity around a purpose that has significance for the

students.

Recognizing the purpose for reading helps students to select appropriate reading

strategies. For this reason, students need to know what the purpose for reading is: to

get the main idea, obtain specific information, enjoy a story…

2. Define the activity's instructional goal and the appropriate type of response.

In addition to the main purpose for reading, we have to do an activity with one or

more instructional purposes, such as practicing or reviewing specific grammatical

constructions, introducing new vocabulary, or familiarizing students with the typical

structure of a certain type of text.

3. Check the level of difficulty of the text

Teachers have to select a text which is appropriate for a particular purpose and a

particular group of students. So, teachers have to keep in mind the following aspects:

How is the information organized? Teachers should select text which has an

informative title, and which present the information in an orderly way (main


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ideas first, details and examples second) because these types of texts are easier

to follow.

How familiar are the students with the topic? Teachers should select texts

about topics that are familiar to the students because if they have background

knowledge of the topic, they can understand better the text.

Does the text offer visual support to aid in reading comprehension? If the text

contains photographs, maps, and diagrams, this helps students to preview the

content of the text, guess the meanings of unknown words, and check

comprehension while reading.

4. Use pre-reading activities to prepare students for reading

Doing pre-reading activities is important because it can engage student´s interest,

activate prior knowledge or pre-teach potentially difficult concepts and vocabulary.

Moreover, students learn reading strategies with these activities. So, when students

become more proficient at using reading strategies, teachers will reduce the amount of

guided pre-reading and allow students to do these activities themselves.

5. Match while-reading activities to the purpose for reading

In while-reading activities, students check their comprehension as they read. The

purpose for reading determines the appropriate type and level of comprehension.

6.1. Phases

Good readers start to reflect about the material that they are going to read. So, they

begin to activate their prior knowledge and experiences connected to the text. After, they

connect with the words and illustrations provided by the author. They revise their ideas and

take in new information. Finally, during and after reading, they think about what they have

read. “In this process they both summarize, reflect, and extend what they have read, making

the act of reading their own and using what they have gained in a more global way”

(Blachowicz and Ogle, 2008: 12). As teacher, we have to get that our students are good

readers. We will achieve this, if we do reading activities in three phases (pre-while-post

reading activities).

A. Pre-reading activities

"Pre-reading" activities introduce students to a particular text, elicit or provide

appropriate background knowledge, and activate necessary schemata. These activities

give students some idea about what to expect. Therefore, the reading process will be


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easier and students will comprehend the text better. Also, pre-reading activities

motivate students for reading because these activities increase students´ interest and so

make them want to read the text.

Consequently, pre-reading activities prepare students for reading and serve as

preparation in several ways because they:

Evaluate students' background knowledge of the topic and linguistic content of

the text.

Give students the background knowledge necessary for comprehension of the

text, or activate the existing knowledge that the students possess.

Clarify any cultural information which may be necessary to comprehend the

passage.

Make students aware of the type of text they will be reading and the purpose(s)

for reading.

Provide opportunities for group or collaborative work and for class discussion

activities.

(http://www.nclrc.org/essentials/reading/developread.htm)

Some examples of pre-reading activities are:

Using the title, subtitles, and divisions within the text to predict content and

organization or sequence of information.

Looking at pictures, maps, diagrams, or graphs and their captions.

Talking about the author's background, writing style, and usual topics.

Skimming to find the theme or main idea and eliciting related prior knowledge.

Reviewing vocabulary or grammatical structures.

Reading over the comprehension questions to focus attention on finding that

information while reading.

Constructing semantic webs (a graphic arrangement of concepts or words

showing how they are related).

Doing guided practice with guessing meaning from context or checking

comprehension while reading.

B. While-reading activities (the purpose for Reading)

The aims of this stage are to help students to understand the specific content and to

perceive the rhetorical structure of the text (Celce-Murcia, 1991). With these tasks

http://www.nclrc.org/essentials/reading/developread.htm


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teachers take the learners through the reading and they interact in the text. Therefore,

while-reading activities help students develop reading strategies and check their

comprehension as they read. Equally, these activities allow students to integrate the

knowledge and information they bring to the text with the new information in the text.

The purpose for reading determines the appropriate type and level of comprehension.

During while-reading activities, students need to ask themselves if they have obtained

the information what they were looking for, if their predictions are correct, what the

main idea is and so on.

Consequently, examples of while-reading activities are:

guessing word meanings by using context clues

analyzing reference words

predicting text content

reading for specific pieces of information

answering comprehension questions

C. Post-reading activities

Post-reading tasks are intended to verify and expand the knowledge acquired in the

reading. These last tasks also lead the learners to discuss and analyze issues presented

in the reading. Post-activities are tasks in which learners, after interacting with the

reading, reflect, argue and give their points of view.

Consequently, post-reading activities first check students' comprehension and then

lead students to a deeper analysis of the text. Because the goals of most real world

reading are not to memorize an author's point of view or to summarize text content,

but rather to see into another mind, or to mesh new information into what one already

knows, second language reading must go beyond detail-eliciting comprehension drills

to help students recognize that different strategies are appropriate with different text

types. For example, scanning is an appropriate strategy to use with newspaper

advertisements whereas predicting and following text cohesion are effective strategies

to use with short stories.

Some examples of post-reading activities are:

Making a summary

Writing a different ending

dramatizing interviews based on the text


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role-plays

Writing a composition

Talking about topics related to the text

Debates, discussions

6.2. Bloom´s Taxonomy

Bloom and his collaborators published a framework for promoting higher forms of

thinking in education. This framework is known as “Bloom´s Taxonomy”. This taxonomy

categorizes the educational activities in cognitive, psychomotor and affective. However, this

work only will deal with the cognitive domain because its main objective is to analyze if the

analyzed textbooks prepare students only to memorize material or to use higher level thinking

skills. The reason is that activities are an important tool to develop student´s thinking.

Consequently, I will analyze the textbooks according to the level of thinking students are

using in the textbooks´ activities in the last point of this work.

Bloom and his collaborators establish the following six levels in the cognitive domain:

1. Knowledge: it shows the memory of previously learned information through terms,

words, expressions, basic concepts and answers. So, “this level involves remembering

material without any additional thinking processes” (Assaly &Igbaria, 2014: 25).

2. Comprehension: it is the ability to demonstrate an understanding of the facts or the

material. This level involves transferring information to another format, interpreting

facts, comparing, contrasting, deducing causes and predicting consequences. So,

“comprehension represents the next level after memorizing material and is the lowest

level of understanding material” (Assaly &Igbaria, 2014: 25).

3. Application: it is the ability to apply learned knowledge to actual situations. This level

involves using methods, rules and concepts in new situations and solving problems

through using skills. So, “learning outcomes at the application level require a higher

level of understanding than those at the level of comprehension” (Assaly &Igbaria,

2014: 25).

4. Analysis: it is the ability to identify the material´s parts and to understand its structure.

This level involves finding pattern, organizing material´s parts, recognizing hidden

meanings, identifying components and the relationship between them and so on. So,

“analysis requires an understanding of both content and the structural form of the


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material, and therefore learning outcomes using analysis constitute a higher level of

thinking than comprehension and application” (Assaly &Igbaria, 2014: 25).

5. Synthesis: it is the ability to use old ideas to create new ideas and make

generalizations, that is, gather components ideas to form a new whole. So, “learning

outcomes in this are stress creative behaviors, with major emphasis on the formulation

of new patterns or structure” (Assaly &Igbaria, 2014: 25).

6. Evaluation: it is the ability to compare and differentiate between ideas, and think and

decide about the value of material according to a specific purpose. So, “the category of

evaluation involves thinking processes from all the previous ones and is therefore the

highest in the hierarchy of thinking processes” (Assaly &Igbaria, 2014: 25).

7. THE SPANISH CURRICULAR DESIGN

In general, the Spanish Educational Laws, both BOE and BOJA, conceive learning a

foreign language as a process which involves learning how to communicate in the learned

language effectively, correctly and appropriately. As the English class is the only place in

which students are exposed to the learned language, English has to be used every time that is

possible. Moreover, the Educational Laws emphasize that the learned language have to be

presented contextualized, in more realistic and natural situations. So, it is necessary to create

situations in which students use the target language for communicating in their usual social

interactions, such as speaking with their family or friends, giving advice, and others

functional contexts and communicative situations. Therefore, the main objective is the

development of the student´s communicative competence.

In relation with the development of reading skill, the main goal which BOE requires is

that students must be able to comprehend different types of texts. These texts must be related

with their experiences and interests. Also, students have to read these texts with a specific

purpose in mind. In addition, students must learn how to apply different reading strategies in

order to achieve understanding the text. For example: using visual clues, deducing meaning of

unknown words, identifying the main idea and so on. On the other hand, BOJA underlines

reading as an interactive process. So, students have to be active readers that read for a

purpose. To manage this, students have to read reading matters that are functional and close to

their reality. This aspect is common to both BOE and BOJA.

Consequently, relative to the development of reading skill, BOE and BOJA assert that

learners have to read different types of texts (invitations, letters, instructions, notes, greetings


19

cards, notes and so on) with a specific purpose in mind (for pleasure, to get information, to

keep in touch and so on). Moreover, students need to apply diverse reading strategies to

achieve text´s understanding and to accomplish the reading purpose. So, learners need to be

able to extract general and specific information from the texts, infer information and meaning,

use visual clues and so on.

In short, according to BOE, BOJA and the theory about reading comprehension,

textbooks need to include different types of texts and activities which contribute to achieve

the development of student´s reading skills. So, we are going to analyse three different

textbooks from diverse editorials keeping in mind all the aspects previously mentioned.

8. ANALYSIS OF THE READING SKILL IN PRIMARY TEXTBOOKS.

Through these pages, we have said that the main goal in reading teaching is that our

students become English Foreign Language good readers. Also, we have claimed that to get

this, teachers need to set out varied types of texts and activities which lead students to develop

reading skills. Moreover, we have explained Bloom´s Taxonomy because the activities that

we do to work reading have to develop students´ thinking.

Teachers usually use textbooks in Teaching English as a Foreign Language. It is

therefore essential to analyze the content of textbooks to assess their contribution to the

development of reading strategies and student´s thinking, and so, to get good readers.

Consequently, we are going to analyze reading skill in three primary textbooks (teacher´s

guide) from different publishers (ANAYA, OXFORD and MACMILLAN). The names of

these primary textbooks are:

Explorers (OXFORD), written by Mary Charrington.

Quest (MACMILLAN), written by Jeanette Corbett and Roisin O´Farrel.

Keyhole (ANAYA), written by Montse Watkin and Carmen Álvarez.

These primary textbooks are from 3ʳᵈ grade of primary. We are going to analyze the

textbooks keeping in mind the following criteria:

1. Bloom´s Taxonomy.

2. Activities´ phase (pre-while-post activities).

3. Strategies worked in the activities.

4. Type of texts.


20

5. Variety of activities.

6. If students read with a purpose in mind.

7. Interesting topic.

8. Clear attractive layout.

You can see the tables of analysis in the annex.

8.1. Analysis of the reading skill in Explorers primary textbook (OXFORD).

Explorers primary textbook is organized in six units. Each unit has eight lessons.

Lesson one introduces the topic of the unit, presents and practices eight new items of

vocabulary and combines the new vocabulary with revised structure. It always features the

main characters in the content of the unit: Sophie and her brothers Mike and Nick, and Sam

and his sisters Carla and Lucy. Lesson two introduces a new grammar structure through a

listening activity. Lesson three is the story lesson. The story allows the pupils to focus on

vocabulary and grammar structures in context and also, reinforce language. Lesson four

presents and practices a second set of new vocabulary items in a song. Lesson five offers the

pupils an opportunity to consolidate the worked language and structures. Lessons six is the

cross-curricular lesson. Students understand a concept from another subject and at the same

time, they use new vocabulary too. Lesson seven lets students to discover aspects of life in the

UK and make comparisons with their own life. Finally, lesson eight lets students to practice

useful everyday expressions and review what they have learned in the unit. As we can see, all

the units have the same structure. It is positive because it lets students to get familiar with the

text. So, they will anticipate what they are going to work on in each unit´s lesson and they

will know how they have to do the different activities through the practice in each unit.

Therefore, students will do the activities better. Also, the information is very well organized.

Students can see clear the vocabulary and grammar that they are going to learn. Moreover,

there are fun, nice and coloured pictures. It does the Explorers primary textbook more

attractive for students. Equally, the topics of the units are usually interesting for students

because they learn to speak about different activities that they usually do in their daily life.

Although, some topics are more interesting than other. For example, the units about the food

or the house´s parts are more interesting than the topic about wild animals because students

can speak about their houses or their favourite food that are more meaningful for them than

the wild animals which they do not usually see in their daily lives, only when they go to the

zoo.


21

Regarding Bloom´s Taxonomy, Explorers only works lowest levels of thinking

(knowledge and comprehension). Explorers´ activities only involve applying the vocabulary

and grammar learned in the unit, answering comprehension questions and transferring

information to another format. For this reason, this primary textbook does not contribute to

developing students´ thinking. They do not have to do any activities in which they must apply

the learned knowledge in new and concrete situation, to identify the material´s parts and to

understand its structure, to use old ideas to create new ideas and make generalizations to form

a new whole or to judge the value of material for a specific purpose.

Concerning activity´s phase, Explorers usually follows the three phases to do a reading

activity. Consequently, there are activities before reading the text (reading the title or looking

at pictures and answering questions), during reading the text (reading and matching with the

correct picture or answering a question-it is the purpose for reading) and after reading the text

(oral and writing comprehension questions or dramatizing the text). The types of activities are

varied because they are different in the unit (read and choose pictures or words, read and say

true or false, dramatizing a text, comprehension questions, and so on). However, the activities

are often very similar in all units because they are usually the same type and only change the

learned vocabulary and grammar. On the other hand, students develop different reading

strategies through these activities. Students develop the following reading skills with

Explorers: scanning, previewing, reading for a purpose, answering a variety of comprehension

questions, using any available visual support like pictures, transferring information to another

format and understanding relations within the sentence. Therefore, they start to develop

strategies to be good readers. It is important to emphasize that students usually read with a

purpose in mind.

Finally, students work with comics, dialogues, letters and short narratives in the

different units. For this reason, they work with different types of text according to their age.

Moreover, these texts allow them to learn and to apply the previously mentioned strategies.

In conclusion, we can say that this primary textbook is very complete because it works

the different aspects that are necessary to produce good readers. Maybe, this primary textbook

needs to include activities that contribute to develop students´ thinking. The reason is that it

only works with the low level of understanding material.


22

8.2. Analysis of the reading skill in Quest primary textbook (MACMILLAN).

Quest primary textbook is organized in eight units while Explorers had six units. Each

unit has eight lessons as does Explorers. Lesson one introduces the topic of the unit, presents

and practices new vocabulary through a simple play. Lesson two is the story lesson. The story

reinforces the learned vocabulary. Lesson three presents the grammatical structure of the unit

through a dialogue. Lesson four practices the grammatical structure learned in the lesson

three. Lesson five presents and practices a second set of new vocabulary items through a rap.

Lesson six is the cross-curricular lesson like in Explorers. Lesson seven strengthens the

language and the interdisciplinary contents worked in the lessons six. Finally, lesson eight

reviews the unit. As we can see, all the units have the same structure like Explorers. So, this

textbook also allows students to get familiar with the text. Consequently, they will anticipate

what they are going to work on in each unit´s lesson and they will know how they have to do

the different activities through the practice in each unit. Therefore, students will do the

activities better. However, unlike Explorers, there is a lot of information in each page of

Quest. So, students may have difficulties identifying the key aspects of the unit or they may

become discouraged when they see a lot of information. In spite of this, Quest has fun, nice

and coloured pictures, which are attractive for students. About the topics, there are some

topics that are more significant for the students than others. For example, one topic is

dinosaurs. This topic is not relevant when learning animal body parts because students will

not speak about this type of animal. Dinosaurs became extinct in the Cretaceous period. So,

they do not exist and students do not see these animals in their daily lives. Consequently, this

learned language will not be functional. On the other hand, this topic is taught using wild

animals in Explorers. It is more relevant and meaningful for students because they can see

these animals when they go to the zoo.

Regarding Bloom´s Taxonomy, Quest only works lowest levels of thinking

(knowledge and comprehension). Quest´s activities only involve applying the vocabulary and

grammar learned in the unit, answering comprehension questions and transferring information

to another format. For this reason, this primary textbook does not contribute to developing

students´ thinking. They do not have to do any activities in which they must apply the learned

knowledge in new and concrete situation, to identify the material´s parts and to understand its

structure, to use old ideas to create new ideas and make generalizations to form a new whole

or to judge the value of material for a specific purpose. Consequently, Quest and Explorers

only develop the lowest level of thinking.


23

Concerning activity´s phase, Quest usually follows the three phases to do a reading

activity like Explorers. Consequently, there are activities before, during and after reading the

text. However, Quest always uses looking pictures to predict content as pre-reading activities

while Explorers also uses reading the title. Moreover, Explorers changes the type of activities

in the last phase (true or false, read and circle, write questions and answers and so on) while

Quest always does the same type of activities (matching pictures with sentences and arrange

the pictures according to story and, true or false). Consequently, the types of activities are

varied because they are different in the unit (read and choose pictures or words, read and say

true or false, dramatizing a text, comprehension questions, and so on). However, the activities

are often very similar in all units because they are usually the same type and only change the

learned vocabulary and grammar. On the other hand, students develop different reading

strategies through these activities. Students develop the following reading skills with Quest:

scanning, previewing, answering a variety of comprehension questions, understanding

relations within the sentence and transferring information to another format. Therefore, they

start to develop strategies to be good readers. Nevertheless, students are not in the habit of

reading for a purpose. They are usually motivated by the teacher to read the story. There is

only one activity in which students read with a purpose in mind, which is when they have to

identify the pictures and words that are important and point to them.

Finally, students work with comics, dialogues and short narratives in the different

units. For this reason, they work with different types of text according to their age. Moreover,

these texts allow them to learn and to apply the previously mentioned strategies. Therefore,

the types of text that students utilize Quest are very similar to the types of text that students

utilize Explorers. The difference is that students also learn letters in Explorers.

In conclusion, we can say that this primary textbook is very complete because it works

the majority of the different aspects that are necessary to produce good readers. However, this

textbook does not allow for students read with a purpose in mind and, which is very important

because whenever we read, we have a specific purpose in mind and this purpose guides the

reader´s selection of text and also determines the appropriate approach to reading

comprehension. In addition, this primary textbook needs to include activities that contribute to

develop students´ thinking like the Explorers primary book. The reason is that it only works

with the low level of understanding material.


24

8.3. Analysis of the reading skill in Keyhole primary textbook (ANAYA).

Keyhole primary textbook is organized in six units as Explorers. Each unit has eight

lessons as does Explorers and Quest. Lesson one introduces the topic of the unit, presents and

practices new vocabulary and grammatical structure. Lesson two presents a new grammatical

structure. Lesson three presents and practices new vocabulary items and grammatical

structure. Lesson four reinforces the new vocabulary and grammatical structure learned in the

lesson three. Lesson five is the story lesson. The story is used to reinforce the unit vocabulary

and general comprehension. Lesson six reviews the learned vocabulary and introduces a new

grammatical item. Lesson seven reinforces subject areas from the curriculum through the

English language. Finally, lesson eight is the phonics section that helps build up the students’

pronunciation and literacy skills. As we can see, all the units have the same structure like in

the others primary textbooks. It is positive because it allows students to get familiar with the

text. So, they will anticipate what they are going to work on in each unit´s lesson. However,

Keyhole works a lot of vocabulary and grammatical structures in each unit. This may do that

students do not learn very well all the unit´s content. They will see a lot of vocabulary and

grammar but the important is that they learn it well. In exchange, the information is well

organized. Students can see clear the vocabulary and grammar that they are going to learn.

Moreover, there are fun, nice and coloured pictures, which are attractive for students.

Equally, the topics of the units are usually interesting for students because they learn to speak

about different activities that they usually do in their daily lives. The vocabulary and

grammatical structures are meaningful for students because they are presented in a relevant

context. For example, they learn to speak and describe wild and domestic animals. Therefore,

they will learn to speak about their pets and the animals which they see in the zoo.

Regarding Bloom´s Taxonomy, Keyhole only works lowest levels of thinking

(knowledge and comprehension) like Explorers and Quest. Keyhole´s activities only involve

applying the vocabulary and grammar learned in the unit, answering comprehension questions

and transferring information to another format. For this reason, this primary textbook does not

contribute to developing students´ thinking. They do not have to do any activities in which

they must apply the learned knowledge in new and concrete situation, to identify the

material´s parts and to understand its structure, to use old ideas to create new ideas and make

generalizations to form a new whole or to judge the value of material for a specific purpose.


25

Concerning activity´s phase, Keyhole tries to follow the three phases to do a reading

activity. However, sometimes these phases are difficult to identify. In spite of this, there are

activities before, during and after reading the text. The types of activities are very varied. The

types of activities change in each unit, unlike Explorers and Quest. However, there are a lot of

activities that involve complete sentences. It is important to emphasize that the pre-reading

activities are very varied and they do not only involve reviewing pictures to predict text´s

content or reading the title. They involve speaking about what students know about the story´s

topic, showing objects related with the topic of the text, doing brainstorm, and so on. On the

other hand, students develop different reading strategies through these activities. Students

develop the following reading skills with keyhole: scanning, previewing, predicting,

answering a variety of comprehension questions, using any available visual support like

pictures, transferring information to another format and understanding relations within the

sentence. Therefore, they start to develop strategies to be good readers. A negative point of

this primary textbook is that students do not read with a purpose in mind, which is very

important as we say beforehand.

Finally, students work with comics, dialogues, short narratives, description, poem and

menu along the different units. It is positive because students apply different strategies depend

on the type of text. So, if they read different types of texts, they will learn to use different

strategies.

In conclusion, we can say that this primary textbook has positive and negative points

because it fails in some key aspects such us the purpose of reading, it presents a lot of

vocabulary and grammatical structures in each unit or sometimes the reading´s phases are

difficult to identify. In addition, this primary textbook needs to include activities that

contribute to develop students´ thinking like the other primary textbooks.

9. FINAL CONCLUSIONS

After analysing the three primary textbooks, we can conclude that they are all

organized in different units. Explorers and Keyhole are organized in six units while Quest is

organized in eight units. However, all the units are organized in eight lessons, although these

lessons work different contents. Consequently, all the units have the same structure in the

three primary textbooks. As we said previously, it is positive because it allows students to get

familiar with the text. So, they will anticipate what they are going to work on in each unit´s

lesson. Nevertheless, if we compare the worked vocabulary and grammatical structures in the


26

textbooks´ units, Keyhole works a lot of vocabulary and grammatical structures in each unit.

Therefore, this may prevent students from learning the unit´s content very well. They will see

a lot of vocabulary and grammar but it is most important is that they learn it well. Perhaps,

they may need more practice. If we compare Keyhole and Explorers, the latter is better

organized because it works a revised and a new grammatical structure in each unit. Students

review a learned structure and learn a new structure. So, they will learn it better. On the other

hand, the information is well organized in all the analyzed primary textbooks. Students can

clearly see the vocabulary and grammar that they are going to learn. However, there is a lot of

information in each page of Quest. So, students may be discouraged when they see so much

information. In spite of this, all the analysed primary textbooks have fun, nice and coloured

pictures, which are attractive for students. About units´ topics, they are usually interesting for

students because they learn to speak about different activities that they usually do in their

daily life. However, Quest has some topics which are not very meaningful for students such

as dinosaurs. This topic is not functional to learn animal body parts because students will not

speak about this type of animals. They do not see these animals in their daily life.

Consequently, this learned language will not be functional. However, this topic is taught using

wild animals in Explorers. It is more relevant and meaningful for students because they can

see these animals when they go to the zoo. Although, in Keyhole this topic is even more

relevant to and meaningful for students than it is in Explorers because students learn to speak

about and describe wild and domestic animals. Therefore, they will learn to speak about their

pets and the animals which they see in the zoo.

Regarding Bloom´s Taxonomy, all analyzed primary textbooks only work lowest

levels of thinking (knowledge and comprehension). The activities analyzed only involve

applying the vocabulary and grammar learned in the unit, answering comprehension questions

and transferring information to another format. For this reason, these primary textbooks do

not contribute to developing students´ thinking. They do not have to do any activities in which

they must apply the learned knowledge in new and concrete situation, to identify the

material´s parts and to understand its structure, to use old ideas to create new ideas and make

generalizations to form a new whole or to judge the value of material for a specific purpose.

So, we can say that the activities of the analyzed primary textbooks do not encourage higher

level thinking skills. Perhaps this is normal for this grade. For this reason, it may be

interesting to analyze textbooks from first to sixth grades of primary education in order to see


27

if they introduce activities in the higher grades that involve applying higher level thinking

skills.

Concerning activity´s phase, the analyzed primary textbooks usually follow the same

three phases to do a reading activity; there are activities before, during and after reading the

text. However, the activities that they do in each phase are different. Explorers and Quest

usually do the same type of activities in the different phases within each unit. Nevertheless,

the types of activities change in each unit of Keyhole. Consequently, sometimes the three

phases in Keyhole are difficult to identify. It is important to emphasize that the pre-reading

activities are very varied in Keyhole. They do not only involve reviewing pictures to predict a

text´s content or reading the title, as in Explorers and Quest. They involve speaking about

what students know about the story´s topic, showing objects related with the topic of the text,

doing brainstorming, and so on. Therefore, the types of activities are varied in all the analysed

textbooks because they are different in the unit (read and choose pictures or words, read and

say true or false, dramatizing a text, comprehension questions, and so on), although the

worked activities are often very similar in all units (Explorers and Quest). However, the types

of activities change in each unit in the case of the Keyhole primary textbook, unlike Explorers

and Quest. This may create the problem that students do not get familiar with the textbook to

the same degree as with Explorers and Quest. Also, students may have difficulties doing the

activities. On the other hand, students develop different reading strategies in all the analysed

primary textbooks. All analysed primary textbooks work scanning, previewing, answering a

variety of comprehension questions, understanding relations within the sentence, transferring

information to another format and using any available visual support like pictures. These

strategies are practiced through the different activities that students do in the textbooks.

Explorers works the strategy “reading for a purpose” too. This textbook is the only one in

which students read with a purpose in mind. Keyhole works the strategies reading for

pleasure, and checking students´ background knowledge, unlike the other primary textbooks.

As we previously mentioned, the reason is that this primary textbook has varied pre-reading

activities with which it develops these strategies. As a result, students develop strategies to be

good readers with these primary textbooks. Nevertheless, there is a strategy that is only

developed by Explorers, reading for a purpose, and this strategy is very important. So, Quest

and Keyhole should improve this important aspect.

Regarding types of texts, students work with different types of text in the different

analyzed primary textbooks. However, Keyhole has more varied text than the other primary


28

textbooks analyzed. This is positive because students apply different strategies depending on

the type of text. So, if they read different types of texts, they will learn to use different

strategies. However, the other analysed primary textbooks utilize different types of texts

(comic, short narratives, and dialogues) too. Moreover, Explorers practices letters. So, all the

analysed textbooks include different types of text, although some of them are more varied.

Finally, the Spanish Educational Laws, both BOE and BOJA, require that students

must be able to comprehend different types of texts. These texts must be related with their

experiences and interests. Also, students have to read these texts with a specific purpose in

mind. In addition, students must learn how to apply different reading strategies in order to

achieve understanding the text. As we have said previously, all the analysed textbooks include

different types of texts, although some of them are more varied. So, students will read

different types of texts in each of the analysed textbooks, as the Spanish Curricular Design

requires. On the other hand, to work these texts students will do different activities in which

they have to apply diverse reading strategies. Therefore, students will develop reading

strategies with the textbooks analysed. However, students only read with a purpose in mind in

Explorers. So, this aspect is only worked in this textbook. Consequently, this objective will

not be achieved by Quest or Keyhole. Concerning the texts’ relevance to students’

experiences and interests,we can say that some topics are more meaningful and functional in

some textbooks than in others, as we have said beforehand in the case of the topic about

dinosaurs in the Quest primary textbook.

In conclusion, we can say that each one of the analysed primary textbooks has positive

and negative aspects. Therefore, it would be ideal to take the positive aspects of each one and

work with these to produce good readers. In fact, this is our work as teachers. However, if we

need to work with a specific primary textbook, Explorers would be preferable because it

addresses better all the aspects necessary to produce good readers (the topics are usually

meaningful and functional for students, it follows the three phase to do a reading activity,

students read with a purpose in mind, students do activities which encourage the development

of reading skills, students read different types of texts, and so on). Nevertheless, all the

analysed primary textbooks need to include activities which encourage and foster the

students´ ability to analyse, synthesize and evaluate.

10. BIBLIOGRAPHY

Books


29

Blackhowicz, C., & Ogle, D. (2008). Reading Comprehension: Strategies for Independent

learners. (2ⁿᵈ ed.) New York: The Guilford Press

Celce-Murcia, M. (1991). Teaching English as second or foreign language (2ⁿᵈ ed.) Los

Ángeles: Heinle & Heinle Publishers

Connolly, S. (2004). Successful Strategies for Reading in the Content Areas: Grades 3-5.

U.S.A.: Shell Educational Publishing

French, J.N., Ellsworth, N.J., & Amoruso, M.Z. (1995). Reading and Learning Disabilities:

Research and Practice. U.S.A.: Acid-free

Grellet, F. (2006). Developing Reading skills. (26ᵗʰ ed.) Madrid: Cambridge University press

Janzen, J., & Stoller, F. L. (1998). Integrating Strategic Reading into L2 Instruction. Reading

in a foreign language, 12(1), 251-69.

Jiménez Jiménez, M. A. & Ruiz Cecilia, R. (2004). Reading. In.D. Madrid, &N. McLaren

(eds.), TEFL in primary education. Universidad de Granada

Kondrat, A. (2009). Importance of Good Writing and Reading Skills.

McNamara, D.S. (2007). Reading Comprehension Strategies: Theories, Interventions, and

Technologies. Mahwah: Lawrence Erlbaum Associates

Madrid, D. &_McLaren, N. (Eds.). (2004). TEFL in primary education. Universidad de

Granada

Risueño Martínez, J. J. Apuntes de la asignatura XXXXX

Articles

Assaly, I., Igbaria, A. K. (2014). A content of the reading and listening activities in the EFL

textbook of master class. Education Journal, 3 (2), 24-38.

National Capital Language Resource Center (NCLRC). (n.d.). The essentials of language

teaching. Retrieved April 23, 2007 from http://nclrc.org/essentials.

Websites


30

http://www.learn-to-read-prince-george.com/why-is-reading-important.html (Consulted

9/03/2014)

http://www.studymode.com/essays/Reading-And-Writing-Skills-559187.html (Consulted

12/03/2014)

http://www.readingrockets.org/article/352 (Consulted 13/03/2014)

http://www.k12reader.com/what-is-reading-comprehension/ (Consulted 13/03/2014)

http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-

reading-for-meaning (Consulted 13/03/2014)

https://www.teachervision.com/skill-builder/reading/48711.html (Consulted 15/03/2014)

http://go.hrw.com/social/strategies/STRAT01U.PDF (Consulted 15/03/2014)

http://www.slideshare.net/fpool/reading-strategies-13461631 (Consulted 15/03/2014)

http://www.nclrc.org/essentials/reading/goalsread.htm (Consulted 15/03/2014)

http://www.nclrc.org/essentials/reading/developread.htm (Consulted 15/03/2014)

http://iteslj.org/Techniques/Medina-Coffee.html (Consulted 16/03/2014)

http://www.nclrc.org/essentials/reading/reindex.htm (Consulted 31/03/2014)

http://jalt-publications.org/archive/proceedings/2002/009.pdf (Consulted 15/04/2013)

http://www.uacs.edu.mk/Research/userfiles/files/Research%20Seminar%20Series/DEVELOP

ING%20STUDENTS%20READING%20SKILLS.pdf (Consulted 16/04/2014)

http://www.nwlink.com/~donclark/hrd/bloom.html (Consulted 5/05/2014)

Law

ORDEN ECI/2211/2007, de 12 de julio, por la que se establece el currículo y se regula la

ordenación de la Educación primaria.

ORDEN de 10 de agosto de 2007, por la que se desarrolla el currículo correspondiente a la

Educación Primaria en Andalucía.

11. ANNEX

http://www.learn-to-read-prince-george.com/why-is-reading-important.html

http://www.studymode.com/essays/Reading-And-Writing-Skills-559187.html

http://www.readingrockets.org/article/352

http://www.k12reader.com/what-is-reading-comprehension/

http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-reading-for-meaning

http://www.ncld.org/es/students-disabilities/ld-education-teachers/reading-comprehension-reading-for-meaning

https://www.teachervision.com/skill-builder/reading/48711.html

http://go.hrw.com/social/strategies/STRAT01U.PDF

http://www.slideshare.net/fpool/reading-strategies-13461631

http://www.nclrc.org/essentials/reading/goalsread.htm

http://www.nclrc.org/essentials/reading/developread.htm

http://iteslj.org/Techniques/Medina-Coffee.html

http://www.nclrc.org/essentials/reading/reindex.htm

http://jalt-publications.org/archive/proceedings/2002/009.pdf

http://www.uacs.edu.mk/Research/userfiles/files/Research%20Seminar%20Series/DEVELOPING%20STUDENTS%20READING%20SKILLS.pdf

http://www.uacs.edu.mk/Research/userfiles/files/Research%20Seminar%20Series/DEVELOPING%20STUDENTS%20READING%20SKILLS.pdf

http://www.nwlink.com/~donclark/hrd/bloom.html

grado en educaciÓn primaria(teacher´s guide) from different publishers (anaya, oxford and...

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