The Analogy as a Cognitive Strategy that Encourages Reading Comprehension in Expository Texts

This research arises from the current state of reading in Mexico, because the contextual situation to local and national level has become critical on this issue. Results on standardized tests such as ENLACE (National Assessment of Academic Achievement in Schools) and PISA (Program for International Student Assessment) have shown that Mexican basic level students have text comprehension problems. Given this reality, this is a qualitative descriptive study on the use of analogies in reading as a strategy for reading comprehension, through application of an ethnographic survey, a questionnaire and the application of a pedagogical model for the use of analogies in reading. The study incorporates the theoretical tenets of Constructivism, referring to Piaget (1969), Vygotsky (1997) and Ausubel (2002). The results show that the use of analogies promotes reading comprehension in 4th grade students, from an expository text that compares the evolution of man and the metamorphosis of a butterfly.

Reading Strategies in Spanish (L1) and English (L2)

The purpose of this study was to identify, detect and compare the reading strategies used in L1 and L2 by four Spanish-speaking university students, in order to find out in what stage of the reading process (before, during or after) they focused their strategic efforts. This research is based on the proposals by Solé (2000) and Díaz Barriga and Hernández (2000); contributions by Oxford (1990) and Barnett (1989) were significant in the interpretation of results. It is a qualitative field-study with semi-structured interviews, observation of participants and two reading comprehension tests for data collection; the information obtained was triangulated. One of the most remarkable findings is the general use of strategies before the L2 reading; although almost the same strategies were used in both texts, except for a group of strategies only used for L2. After comparing the results, it was found that the participants focused their strategic efforts in different stages of the reading process.

Using Authentic Materials to Teach Reading Conprehension

Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.