READING TO REINFORCE THE ACQUISITION OF THE ENGLISH LANGUAGE IN FOURTH GRADE IN THE RICARDO JIMENEZ OREAMUNO SCHOOL

UNIVERSITY MAGISTER
LICENCIATURA IN ENGLISH TEACHING

THESIS SUBMITTED TO OBTAIN THE LICENCIATURA EN ENSEÑANZA DEL INGLÉS LANGUAGE
TEACHING

READING TO REINFORCE THE ACQUISITION OF THE
ENGLISH LANGUAGE IN FOURTH GRADE IN THE
RICARDO JIMENEZ OREAMUNO SCHOOL

IVANNIA TREJOS CAMACHO
2010

EPIGRAPH
This is how you should pray:
“Our Father in heaven,
hallowed be your name,
your kingdom come,
your will done
on earth as it is in heaven.
Give us today our daily bread.
Forgive us our debts,
as we also have forgiven our debtors.
And lead us not into temptation,
but deliver us from the evil one.
For if you forgive men when they
sin against you, your heavenly Father
will also forgive you. But if you do not forgive men their sin,
your Father will not forgive your sins. (Mathew 6: 9 – 15)

DICATORY
With all my love to my lovely children: Kenneth and Maria
Fernanda Chacon Trejos. Now, they are twelve years old. There are
the bright on my night and the greatest persons on my life. Adding
together, I want to dedicate to my husband, Rafael Chacon, because
he was so patient all long days. Many days, he had to take care of the
children without my help. He is a wonderful husband. I love him
very so much.

ACKNOWLEDGEMENTS
First, I wish to thank God because in those dark times, he showed me the light in
many ways of my life.
I want to thank my professors that I have during my majoring English career; for
being patient and helping me to achieve much knowledge.
I would like to thank the principal of my career, Ms. Vivian Gonzalez because she
always helped me in every situation.
My desire is to thank with all my heart and mind to my tutor, Lawrence; for being
how he is and of course for recognizing the value of this document. Thank you for all your
help.
To my lector Karol Céspedes Chacón is all my gratitude. I admire you so much.
Thanks for your entire guide.
I wish to thank my father Israel Trejos Trejos and my sister Yorlenny Trejos,
because they helped me to identify my vocation as an English teacher.
I would like to thank my husband, Rafael Chacon, for his unconditional lends a hand
during all the time on my English learning process. Party, it is his nickname; he gives me
economic support, and he gives me emotional support in each moment that I felt down. He
motivates my learning and always says that I will be a successfully woman and an excellent
professional. He helps me with everything in any moment. Thanks a lot. I love you.

TABLE OF CONTENTS
CHAPTER I. INTRODUCTION
1.1 Introduction…………………………………………………………………………... 1
1.2 Justification…………………………………………………………………………… 3
1.3 Problem Statement……………………………………………………………………. 5
1.4 Objectives of the Research…………………………………………………………… 6
1.4.1 Objective Definition……………………………………………………………...6
1.4.2 General Objectives………………………………………………………………. 6
1.4.3 Specific Objectives……………………………………………………………… 6
CHAPTER II.THEORICAL FRAMEWORK
2.1 Theorical Framework Definition……………………………………………………... 7
2.2 History of the Educational System in Costa Rica……………………………………. 7
2.3 English Teaching in Costa Rica………………………………………………………. 9
2.4 Costa Rican Education System………………………………………………………. 11
2.5 Culture Definition…………………………………………………………………….. 14
2.6 Approaches in Costa Rica Education………………………………………………… 16
2.6.1 The Purpose of English in Costa Rica………………………………………….. 17
2.7 English Language Development……………………………………………………… 18
2.8 Language Acquisition………………………………………………………………… 20
2.9 Teacher´s Roles………………………………………………………………………. 21
2.10 Students‟ Profiles……………………………………………………………………. 24
2.11 Costa Rican Curriculum…………………………………………………………….. 24
2.11.1 The Education Policy equal Opportunities…………………………………….. 25
2.11.2 Linguistic Objectives…………………………………………………………... 26
2.12 English Areas………………………………………………………………………... 27
2.12.1 Listening ………………………………………………………………………. 28
2.12.2 Speaking………………………………………………………………………... 29
2.12.3 Writing…………………………………………………………………………. 31
2.12.4 Reading………………………………………………………………………… 32
2.13 Methodology Definition…………………………………………………………….. 34
2.13.1 C.E.L.T. Approach……………………………………………………………... 35
2.13.4 The CALLA Approach………………………………………………………… 35
2.14 Theories for Reading………………………………………………………………... 36
2.14.1 Constructivism Theory………………………………………………………….36
2.14.2 Humanist Theory………………………………………………………………. 37
2.14.3 Integrated Theory……………………………………………………………… 37
2.14.4 Multiple Intelligence Theory…………………………………………………... 39
2.15 Strategies to Improve Reading in Class…………………………………………….. 41
2.15.1 Cooperative Learning Approach in Reading…………………………………... 42
2.15.2 Motivational Strategies………………………………………………………… 43
2.16 Inclusion Strategy…………………………………………………………………… 47
2.17 Values through Reading…………………………………………………………….. 49
2.17.1 Cooperation…………………………………………………………………….. 49
2.17.2 Respect…………………………………………………………………………. 50
2.17.3 Order…………………………………………………………………………… 50
2.17.4 Responsibility………………………………………………………………….. 51
2.18 Assessment Definition………………………………………………………………. 52

2.18.1Assessment of Students‟ Reading Process…………………………………….. 53
CHAPTER III. METHODOLOGICAL FRAMEWORK
3.1 Type of Study………………………………………………………………………… 54
3.1.1 Finality…………………………………………………………………………... 54
3.1.2 Investigation Setting…………………………………………………………….. 55
3.1.3 Temporal Demarcation………………………………………………………….. 55
3.1.4 Condition to do the Job…………………………………………………………. 55
3.1.5 Nature of the Investigation………………………………………………………..56
3.1.6 Investigation Character………………………………………………………….. 56
3.2 Characters and Sources of Information………………………………………………. 57
3.2.1 Characters……………………………………………………………………….. 57
3.2.2 Sources of Information………………………………………………………….. 58
3.3 Techniques and Instruments………………………………………………………….. 58
CHAPTER IV. ANALISYS OF DATA
4.1 Observations………………………………………………………………………….. 60
4.2 2 Information from the Students……………………………………………………… 77
4.2.1 English as Easy Language………………………………………………………. 78
4.2.2 Skill Preferences………………………………………………………………… 79
4.2.3 New Vocabulary by Reading Activities………………………………………… 80
4.2.4 Feelings through Evaluation…………………………………………………….. 81
4.2.5 Brief Explanation before a Reading Activity…………………………………… 82
4.2.6 Pre-Reading Activities………………………………………………………….. 83
4.2.7 Feedback………………………………………………………………………… 84
4.2.8 Motivation through Reading……………………………………………………. 85
4.2.9 Values…………………………………………………………………………… 86
4.2.10 Better Student…………………………………………………………………. 87
4.2.11 Reading a Useful Skill………………………………………………………. 88
4.3 Information from the Teachers………………………………………………………. 89
4.3.1 Years of Working…………………………………………………………………89
4.3.2 Job Experiences…………………………………………………………………. 89
4.3.3 Clear Directions in Reading Activities…………………………………………. 91
4.3.4 Kind of Reading Strategies……………………………………………………… 92
4.3.5 Reading to Improve Knowledge………………………………………………… 93
4.3.6 Students‟ Attitude………………………………………………………………. 95
4.3.7 Inclusion Strategy……………………………………………………………….. 97
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions…………………………………………………………………………... 99
5.2 Recommendations…………………………………………………………………….106
Bibliography
Annexes

INDEX OF TABLES
Table # 1………………………………………………………………………………….. 65
Table # 2………………………………………………………………………………….. 72
Table # 3………………………………………………………………………………….. 75
Table # 4………………………………………………………………………………….. 78
Table # 5………………………………………………………………………………….. 79
Table # 6………………………………………………………………………………….. 80
Table # 7………………………………………………………………………………….. 81
Table # 8………………………………………………………………………………….. 82
Table # 9………………………………………………………………………………….. 83
Table # 10……………………………………………………………………………….. 84
Table # 11……………………………………………………………………………….. 85
Table # 12……………………………………………………………………………….. 86
Table # 13……………………………………………………………………………….. 87
Table # 14……………………………………………………………………………….. 88
Table # 15……………………………………………………………………………….. 95

INDEX OF GRAPHS
Graph# 1………………………………………………………………………………….. 65
Graph# 2………………………………………………………………………………….. 73
Graph# 3………………………………………………………………………………….. 75
Graph# 4………………………………………………………………………………….. 78
Graph# 5………………………………………………………………………………….. 79
Graph# 6………………………………………………………………………………….. 80
Graph# 7………………………………………………………………………………….. 81
Graph# 8………………………………………………………………………………….. 82
Graph# 9………………………………………………………………………………….. 83
Graph# 10……………………………………………………………………………….. 84
Graph# 11……………………………………………………………………………….. 85
Graph# 12……………………………………………………………………………….. 86
Graph# 13……………………………………………………………………………….. 87
Graph# 14……………………………………………………………………………….. 88
Graph# 15……………………………………………………………………………….. 95

CHAPTER I
INTRODUCTION

1.1. INTRODUCTION
The problem that this research paper addresses has to do with the problems that
people face when reading. Specifically, how can reading in the English teaching class

strengthen the acquisition of the second language in the fourth grade at Ricardo Jimenez
Oreamuno School?
Students in primary schools should be prepared to read basic information to get
main ideas from written materials and analyze different kinds of readings in order to guess,
predict and to strengthen the acquisition of English as a second language and these students
from this specific school are not the exception according with the Costa Rican program of
public education says very clear
“…The purposes of English language learning in our educational system
at the elementary levels include the English reading skill. The process of
teaching English to children in II cycles it is based on the fact that childhood is
the best time to acquire a foreign language…” (MEP, 2007,17)
The reality is that in Costa Rica public elementary schools students are not allowed
to use their knowledge to create meaning and to extend their understanding of a text. In
many cases, students feel impossible to learn anything new without making connections to
their prior knowledge in their mother tongue and sometimes teachers help students to feel
and believe what they are learning through this new language could be easier through
readings.
Occasionally, teachers role make a big difference in an English class because some
challenges of the students are to understand, explain and analyze some reading aspects, but
brief lessons at the point of the students necessities. It should provide meaningful
opportunities for reading. If the professor takes into account the active role students play in
developing and reefing their own processes and involves them in excellent balance of
learning in which reading acquisitions and strategies are interwoven could be a successful
inclusion to a new language through reading as well this problem will be different but it is

in the other way around and students are wreaked in the way they are acquired English as a
second language.
As a conclusion, learners in public elementary schools apply reading and writing
skills at the II cycle, just as a secondary support through the use of techniques, activities,
and tasks according with the curriculum of Ministry of Education in Costa Rica. On the
other hand, the same curriculum says that the mediation of learning in the educational
system includes the four skills listening, speaking, reading and writing to acquire English as
a second language. Further, learners should be able to develop their full skills and should
seek opportunities to participate in the development their country while fulfilling their own
needs to interact with other people and cultures to solve problems and produce benefits for
the country. Sometimes and in some places, teachers have been misunderstanding how
reading in the English teaching class can strengthen the acquisition of the second language
on the students‟ knowledge. And do the entire offer to make students to achieve English
through reading. Students in fourth grade at Ricardo Jimenez Oreamuno School need to
know how reading could help them to develop English as a second language.

1.2 JUSTIFICATION.
Reading is not only to describe the reality but also it is a value-addition. Reading
works are depictions of the thinking patterns and social norms that prevail in society.

According to Hanson, (1990), reading is a description of the different features of
any individual‟s life. When a person is exposed to good reading works, he/she is provided
with the excellent educational opportunities. In contrast, when a person has the lack of
exposure to reading, he/she is derived from an opportunity to grow as an individual. It is
through reading, understanding, and analyzing great texts that one comprehends and
appreciates life from different perspectives. Through reading people take a closer look at
the diverse aspects of life.
In many ways, understanding how reading is important, it can change one‟s point of
view towards life itself. In addition, reading helps to develop critical and analytical
thinking. Critical thinking skills provide people the ability not only to understand what they
have read or been shown but also to build upon that knowledge without assisted
supervision. Critical thinking teaches people that knowledge is not static and builds upon
itself. It is not simply memorization or the ability to absorb information without
questioning it. It behavior and originators (such as literature) encourage people to think for
themselves, to question hypotheses, to develop alternative hypotheses, and to assess those
hypotheses against known facts. Of course, none of this is to say that memorizing is
automatically bad. It means only that when mere memorization does not include relevant
aspects such as problem solving, logic, and reason. Moreover, critical thinking encourages
creativity. At Ricardo Jimenez Oreamuno school, this research wants to make sure that
many students have had lack of times to try to produce a resourceful explanation and
solution to the problem involves which it emphasize the students from fourth grade at this
school need to know their strength and weakness about how through reading they could
acquire English as a second language.

Critical thinking plays a fundamental role in

appraising new ideas by choosing the best ones and adjusting them if it is necessary when,
what and how learners have to read.
Having prior knowledge limit people could not to continue growing as a human
bean. Prior knowledge includes not only reader‟s knowledge of the definition of the word
but also reader‟s responses to the context of the word. Carefully techniques of reading texts
will allow students to use their understanding and application of reading. Learners should
create meaning and extend their understanding and identification of details concerning
difficulties when they are acquiring English through reading texts. Additionally, reading
may have more challenges for public elementary students than from private elementary
schools, because straight forwardness is not a requirement in public schools. Moreover,
teachers play an important role in students‟ reading acquisition. Teaching the students to
be critical is a challenge for some professors that are not using the appropriate strategies to
build students backgrounds and provide students many opportunities to participate in
reading activities

1.3. PROBLEM STATEMENT.
Reading is one of the skills the MEP asks teachers to reinforce in the students.
However, at the level of fifth and sixth grade, many students have great difficulties
understanding a reading. Some are not even confronted by teachers to long texts, or even

texts at all. This has provoked a kind of fear or even rejection in the students who will
consider that reading is extremely difficult. On the other hand, many teachers have not been
trained to teach reading, and they do not know some of the strategies used to reinforce this
skill in the class. It is well known that this skill cannot be the first the students will know. It
is not the most important one, but it reinforces the knowledge the students will have about
the language, and it helps them get fluency and vocabulary. Reading opens a door of
opportunities and it encourages students and teachers to talk about the new culture.
However, the MEP has not prepared yet texts that may be appropriate for the students to
read. They do not train teachers and this skill has been set apart in the educational system.
It is obvious that teachers need to reincorporate this skill, use it in the most correct way and
encourage their students to use it in the class through a series of activities. In this way
students will reinforce their knowledge. This is the reason why the investigator has
established the following question to this project: How can reading in the English teaching
class strengthen the acquisition of the second language in the fourth grade at Ricardo
Jimenez Oreamuno School?

1.3. OBJECTIVE OF THE RESEARCH.
1.3.1 Objective Definition.
“…An objective is a mission, a purpose, or a standard that can be
reasonably achieved within the expected timeframe and with the available
resources. In general, an objective is broader in scope than a goal, and may
comprise of several different goals...” (Business Dictionary 2010.)

1.3.2 General Objectives.
1) To analyze the way reading is used in the English teaching classes in the
section 4-1 at Ricardo Jimenez Oreamuno Primary School.
2) To promote solutions in terms of reading to strengthen the acquisition of the
second language.

1.3.3 Specific Objectives.
1) To check the current methodology to teach reading in the English teaching
class.
2) To examine the acquisition of English through reading.
3) To describe the students mood toward reading.
4) To identify the elements that interfere in the English learning process in a
reading based class.
5) To promote reading strategies to learn English as a second language

CHAPTER II
THEORETICAL FRAMEWORK

2.1 THEORETICAL FRAMEWORK DEFINITION.
The theoretical framework provides a theoretical support to the research; it explains
the relationship between the variables, the objectives, the problem and the solution. During
the elaboration of this theoretical framework, it is necessary to keep the research problem in
mind, so that the reading and its analysis is centered on pertinent issues avoiding
dispersion.

It orients the author of the thesis in the description of the observations,

establishing relationships in the elements to develop the basis of the analysis, in which the
author of this research wishes to point out a problem. This problem is how reading in the
English teaching class can strengthen the acquisition of the second language in the fourth
grade at Ricardo Jimenez Oreamuno School.

2.2 HISTORY OF EDUCATION SYSTEM IN COSTA RICA.
Many of Costa Rica's leaders have been educators as well, and have placed
great importance in the expansion of primary and secondary education, even in the
most remote areas of the country.

Thanks to these and to ongoing reforms, Costa Rica

has a 93% literacy level. Primary education lasts six years, while high school education
might be five or six years, the first being totally academic and the latter being totally
and absolutely technical or professional. All high schools have a group of compulsory
subjects and offer some electives.
AFS students can expect to take math,

science,

foreign

studies, and Spanish. Introduce the citation by saying who says this

language,

social

“…I know the secret... of making the best persons; it is to grow
them in the open air, and to eat and sleep... with the Earth…" Walt
Whitman
This phrase could describe the Education in Costa Rica. Costa Rica boasts about
having more teachers than policemen. This affirmation is a source of great pride, since
Costa Rican people feel that our high education level sets our country apart from many less
fortunate countries in the world. President José María Castro Madriz, the first president
who was a teacher, improved the reforms of the educational system and the next presidents
continued working on it. In 1869 Costa Rica became the first country in the world where
education became free and obligatory. Further, Costa Rica is considered to have one of the
best educational systems in Latin America, with even the smallest of towns having their
own Secondary school.

Students who attend school in Costa Rica concentrate

on achieving well academically. Elementary and High Schools are to be found in
every community. Primary School has 6 year levels; whereas Secondary School has 5
year levels. Each is divided in two cycles, and upon completion of each cycle,
students are required to pass tests on all subjects studied during those years. The
most notorious of these tests are the Bachillerato Tests, which are required to get
the high school certification needed for admission to Universities.

2.3 ENGLISH TEACHING IN COSTA RICA.
The English language Education dates back to 1824, when foreign languages were
first registered as a requirement among the subjects to be taught in the secondary
curriculum. Costa Rica has undergone stages experienced by other nations where English is
recognized as an international language.

According to this article, the modern founder of English language education in
Costa Rica is the Professor Elsa Orozco. She established the first English language degree
program at the University of Costa Rica in 1960. Having concluded studies at the
University of Michigan, she brought audio-lingualist to the faculty of the University of
Costa Rica (U.C.R.), who in turn applied the method to prepare students to teach in the
public secondary schools.
During 1991, the Program of Education introduced English as a part of the
curriculum of the Ministry of Education Program. At the Secondary School level, foreign
language instruction had been mandatory for many years, and while 10 percent of students
chose French, the remaining 90 percent opted for English. As international tourism began
to expand at unexpected rates, and exports expanded beyond the traditional coffee and
bananas, English language materials and methodologies lagged seriously behind national
needs. The British government provided technical and financial support through Overseas
Development Administration (ODA) collaboration with the Ministry of Public Education,
known as Project LEARN. National English advisor Leonor Cabrera teamed with Michael
Vaughan of Overseas Development Administration (ODA) to work on a team of materials
writers and teacher trainers so as to upgrade English language instruction in the nation. The
five-year LEARN project has resulted in numerous publications by Costa Rican educators
like Learning English (a two-book series) and Have Fun (a three book series) are currently
used by public and private schools. The material is very current, and reflects the realities
today‟s Costa Rica and its bilingual population. The material contains units on ecological
tourism, sustainable development, technology, careers, personal health, public health,
democracy, and cultural diversity related to González, (1978).

“…Globalization has always been on the minds of our people. Last
century, we became global by being one of the first nations to install electric
lights…We will continue to be global into the next millennium by putting
computers in every classroom, and teaching English to our younger
generations, to equip them with the knowledge and skills necessary to become
citizens of the world. ..”( Doryan, 1997)
According Eduardo Doryan, Minister of Public Education in 1997, to be part of
global world include technology and English as parts of education subjects from the
youngest learners giving them tools to be successful in the entire world. During his
administration, they started with modeling schools that were selected if they were located
within economically depressed areas of the country. During the three years of this pilot
project, technical support was provided by the World Teach organization of Boston,
Massachusetts, who placed more than 200 teachers from the United States into primary
schools of the Ministry of Public Education in Costa Rica.
Moreover, there are other numerous developments and improvements in English
language instructions in Costa Rica. The Center for Research in Teaching and Education of
the National University (U.N.A) in 1996 launched its Master of Arts in Education with a
concentration in English Language Instruction.

As an example of improving English in

Costa Rica was how many professors saw their big opportunity to write materials that were
useful to local requirements. One of them was Roberto Benavides, of the University of
Costa Rica (U.C.R), who published a work entitled “Getting Foreign Language Students to
Write”, a book that blends traditional writing activities, such as controlled composition and
business letters, with more recent techniques such as free writing and the process approach.
On the quite positive side, high levels of education and bilingualism have
contributed to the national economy by way of international companies opting to expand in

Costa Rica. Intel, for example, searched extensively for a place to establish operations
within Latin America. Public or private, education in Costa Rica is rigorous, practical, and
world-class. It is a country that claims to have an “army of teachers.” Having no military,
the army is, in fact, the docents preparing Costa Ricans „students for the battles of the
business, technical, and scientific arenas of the world.

2.4 COSTA RICAN EDUCATIONAL SYSTEM.
According to the Programa from the Ministry of Public Education, (2005) the
Educational Policy presents the learner as a human being full of potential with the
possibility to develop him/herself in harmony with the three dimensions of human
development: cognitive, socio-affective and psycho-motive. Education has to provide this
global development in a given context. The Policy establishes an educational process,
which provides similar opportunities for everybody: the achievement of high standards of
education as well as opportunities that take into consideration the participants needs,
problems, and expectations. Another feature of the Policy is the way it emphasizes the
need to provide positive learning conditions. The position of the Policy of Education is to
provide education to learners in order to acquire the education by participation n individual
and groups‟ activities. The Policy position is that learners could acquire education and at
the same time they could be able to participate as individuals in their own development and
in the society to which they are part of; for that reason, they have to be acquainted with the
knowledge that humanity has been accumulating and Costa Rica contributes to the social,
economical, and technological development of the world. It also allows the learner to apply
techniques to understand and produce appropriate oral and written messages. This is clearly
explained in the program of English for primary schools in Costa Rica:

“…Cross-curricular themes are inserted in the curricula with the
purpose of preparing students to be able to transform and to create new
knowledge through the investigation and processing of information, the
capacity to solve problems in a reflexive and systematic way, with a critical
attitude and self-criticism being committed especially to problems of daily
life…‟‟( Programa II ciclo, 2005: 9).
The previous information gives knowledge to prepare the students to face many
challenges throughout the correct design of the curricula. Teachers should be concerned
about using ways in which students could be autonomous and could be prepared in any case
or any time to work alone or with other person in a very good way. It is essential to
mention that the teacher is a helper in the class; he or she gives students tools to work but
not work for them. In the Programa del MEP (2005) mentions about the solidarity and
freedom to work. So that teachers just support the students‟ job.
According to the general orientation to the learning process of foreign language in I
and II cycle in English, it is important to develop the communication through foreign
languages in this way. First it all, the listening and speaking skills in I cycle and in the II
cycle students include reading and writing skills. Learners could acquire the four skills
through these two cycles. Now, they are receiving English in kinder garden; so that, they
start the learning process very young.
Fundamental Policy of education gives the learners the opportunity to express their
care for their country, their democratic environment, cultural diversity and deep respect for
law, nature and peace. At the same time, the policy encourages Costa Rican people to
become positive leaders and critical thinkers through activities promoting a democratic
environment, resulting in the reinforcement of values such as self-identity and authentic
growth as independent and interdependent learners. The citizens should be able to develop
as persons through seeking for opportunities of self-fulfillment and happiness while

contributing to the development of their country. Education should promote the broadening
of understanding throughout challenges in the teaching classroom situations and
opportunities that become self-growth and learn how to learn. Education should contribute
to narrow down social –economic gaps by providing the individuals with the proper
opportunities. Also, the education should help learners to integrate every day problem
solving situations. Achieving sustainability in production and the economy in general
represents a challenge for education. The country needs much better qualified people in
order to increase productivity and improve the spirit of competitiveness. Furthermore,
there is a need to integrate the country more effectively into the global economy. The
information or the content at the learners handle should be updated and should be relevant
to global development in the 21st century. (MEP, 2007)

2.5 CULTURE DEFINITION.
The culture is essential to each country, society and of course in each education
system. People should include in their learning process the culture as a contextual part of
the education. As it is mentioned in the program itself:
“…Environmental education is considered a suitable instrument for the
construction of an environmental culture of people and societies, to reach
sustainable human development, by means of a process that allows them to
understand their interdependence with the environment, starting from critical
and reflexive knowledge of the immediate reality-biophysical, social,
economic, political and cultural…”(Programa II ciclo, 2005; 13)

The previous information takes into account how the Costa Rican education is a
device for the attainment of an environmental culture; it involves the bracing of basic
values for sustainable growth and critical knowledge throughout love, harmony, equity and
responsibility in the reality of economic, political, social and cultural style of life. The

learners achieve a culture which involves an essential outlook of realism. This is in order
to make the most appropriate decisions that allow maintaining and improving the quality of
individual and collective life that pursues the systematic satisfaction of physical and
intellectual needs, as well as those of moral, spiritual, cultural and social nature in harmony
with socio- cultural and natural environments. Teachers should know some fundamental
general contents of this culture like the conservation of energy, the air, the water resources
and of course the soil. Teachers should include the understanding of the socio-cultural
context of the English speaking.
Knowing the target culture facilitates the understanding of the target language itself.
Values, attitudes, and beliefs should be taken into consideration. Cultural aspects should
always accompany the learning of a language. Special attention in the I and II cycles
should be placed to achieve all the skills to obtain an effective communication.
On the other hand, there are many languages around the world.

Sometimes,

children have to learn not just one language for many reasons and circumstances. In Costa
Rica, the English language for I II cycles is part of our Educational System as it is also
mentioned in the program policies:
“…English Language for I and II Cycles in the Educational System is
conceived as a linguistic and cultural tool for communication, which
complements education as a whole. Knowledge of English helps children
become sensitive to new linguistic codes, and value Costa Rican culture and its
interaction with other countries. Ongoing exposure and use of English will
allow the learner to develop communicative competence in the oral and aural
linguistic skills, the main focus of the curriculum…” (MEP book, 2007:16).
According to the previous information English language for I and II cycles in Costa
Rican education system objective is to increase students‟ knowledge in linguistic and
cultural ways to achieve an effective communication in this second language; English.
Moreover, there are the formal, functional, and cultural components which are very

important to include. The formal component deals with the lexicon and morphology, so
that students should reach successfully oral communication. The other component is the
functional. It purpose is to help students to use the English language in the daily day
expressions such as greetings, introductions or leave takings in the more natural way.
Students will practice the functional components with a really natural focus, besides
students most of the time are performing tasks including situations that they are living or
around their families or in their communities. The last component is the cultural. As it is
mentioned before, understanding the culture of countries where the English is spoken could
be an easy way to learn the new language in this case English.
Sometimes, teachers translate each word, or students try to understand idiomatic
expressions, sentences, texts and songs by translating each word to Spanish. What teachers
and learners should do is to acquire the social-cultures are influencing the most in our life.
Moreover, the suitable uses of the components which are formal, functional and cultural
mostly assure the improvement of communicative skills.

Learners could get that

knowledge through the acquisition of the four skills such as listening, speaking, reading and
writing.

2.6 APPROACHES IN COSTA RICAN EDUCATION.
The Costa Rican syllabus includes approaches as part of the curriculum because
they provide the basis of the methodology to achieve in the English classes. Some of them
are the communicative approach, the Total Physical Response (TPR), the naturalistic
approach, and others.
The communicative approach goal of language teaching is to develop what Hymes,
(1992) referred to as communicative competence. His theory of communicative

competence was a definition of what speakers need to know in order to be communicatively
competent in a speech.
The objective of this approach is to be applicable to any teaching situation in the
communicative approach (Piepho, 1981), there are unlimited types of activities that
teachers could apply with this approach.
According to Littlewoods, (1981) it is important to distinguish the differences
between functional communication activities and social interaction activities in the
communicative approach. The former includes comparing sets of any kind of material in
which he finds similarities and differences, working out sequences of events, discovering
missing features, following direction and many more activities.
The physical response or comprehension approach can be considered both as an
approach or a technique. James Asher, (1977), a professor of psychology, developed this
methodology.

He develops his theory of learning upon three influential learning

hypotheses. First hypothesis is the bio- program in which Asher theory takes into account
the second language teaching and learning which reflects the naturalistic processes of first
language learning. He sees three central processes such as children develop listening and
then children develop the ability to speak. Thanks to parents‟ commands, children acquire
listening comprehension and finally, when children achieve the foundation in listening
comprehension, the speech evolves naturally. (MEP, 2007)
Another approach is the natural approach develops by Tracy Terrell and Stephen
Krashen. This approach believed to conform to the naturalistic principles found in
successful second language acquisition and because the communication is the first function
of language. So, it is viewed as a vehicle for communicating meanings and messages. This
approach tries to minimize stress and that way learners are not required to say anything

until they are ready. Materials come from the world of realia rather than from textbooks.
This approach promotes comprehension and communication according to the MEP, (
2007).

2.6.1. THE PURPOSES OF ENGLISH IN COSTA RICA.
The large number of individuals who speak English either as their first or as a
second or foreign language justifies the fact that English is considered a universal language.
Likewise, within the scientific, technological, and humanistic spheres, English is a
fundamental linguistic tool. Consequently, teaching English in our school system responds
to basic needs:
•To offer students a second language this can enable them to communicate.
•To give students a tool to directly access scientific, technological, and humanistic
information and, in this way expand their knowledge of the world. According to the
MEP, ( 2010) .

2.7 ENGLISH LANGUAGE DEVELOPMENT.
One fundamental connection in English language development has always been at
the heart of great readings and the empathetic link that enables a reader to participate fully
in another´s experience that the learners could find through reading. Achieving student‟s
knowledge should work among the four skills such as listening, speaking, reading and
writing in a way that students could understand the intricate relationship that shapes the
acquisition of reading and it is growing in the student‟s life.
A second indirect mean of promoting English as a second language development is
the development of reading through the first language. It is extremely efficient to develop
literacy first in child´s first language.

Consider these arguments, by Smith, (1994) and Goodman, (1982) we learn to read
by reading. Therefore, if learning to read by reading by making sense of what is on the
page, it will be easier to learn to read a language that it is already understand. Once people
can read, this ability transfers dramatically across languages, even if the writing systems are
different. There is another sense in which reading transfers across language and it is the
ability to use language to solve problems. This includes discovering new ideas as the writer
moves from draft to draft, and also it includes the ability to select relevant information.
Students with a limited English proficiency will have these characteristics:
Comprehensible input in English, in the form of English as a second language (ESL) and
sheltered classes based on comprehensible input. Then, according to Lagaretta (1979) when
a translation is available, the children do not attend to the input in the second language, and
teachers do not have to try to make this input comprehensible. This indirect information
provides background elements that help make children read and hear English in a more
comprehensible way.
Finally, reading development in the first language is transferred to the second
language. Lazaretto mentioned that evidence confirming the validity of these principles
comes from studies showing that children who participate in English class with these three
characteristics do very well.
Moreover, Dr. Stephen Krashen, he referred to this expression the ¨East plan¨ it
means that at the beginning all children have limited English to the listening and speaking
skills. This makes sense when students receive high input- based on English as a second
language, ESL classes. Then, children that understand enough English could begin to learn
some new content through English. Teachers could begin with some subjects do not
demand a great deal of abstract like math and science. The advance level, teachers could

include sub‟ subject from all of them in order to students carried out ESL (English as a
second language) components in many ways. Teachers should encourage children to read
from the first level, and build reading as source of knowledge. (Element of Literature,
1997)

2.8 LANGUAGE ACQUISITION.
One of the most important aspects at the moment of learning a second Language is
acquisition. Many authors talk about it, and they give their own positions. All of them
include what people have to follow in order to get the target language in the best way.
People must learn a second language in the same way as they have learned the first one, and
they have to practice daily to get it perfectly.
“…Language acquisition is the process by which humans acquire the capacity
to perceive, produce and use words to understand and communicate. This capacity
involves the picking up of diverse capacities including syntax, phonetics, and an
extensive vocabulary. This language might be vocal as with speech or manual as in
sign. The capacity to acquire and use language is a key aspect that distinguishes
humans from other organisms…” ( Tomasello, 2008 )

Helping students with limited English proficiency makes transition from reading in
their first language to reading English easier in a second language could be an exciting yet
challenging opportunity for teachers. Many students may feel some apprehension about
transferring their reading skills to a second language. There are many general language
skills that are readily transferred from student‟s first language to his or her second
language. Once these skills have been learned in the first language, they become a part of
the student´s cognitive base, and may be expressed in whatever subsequent language the
students learn. Students could develop comprehension skills such as recognizing a word,
sentence, idea, main idea, sequencing ideas, seeing cause and effect relationships and others

that in primary public curriculum take into account. The language acquisition could be
possible if English teachers realize about the importance to strengthen and develop reading
in their lessons.
“...While many forms of animal communication exist, they have a
limited range of no syntactically structured vocabulary tokens that lack cross
cultural variation between groups. The language acquisition usually refers to
first language acquisition, which studies infants' acquisition of their native
language, rather than second language acquisition that deals with acquisition in
both children and adults of additional languages…”(Tomasello,2008)
It is very important to know about language acquisition not only to learn the mother
tongue but also the second language. In this case, the mother tongue is Spanish and the
second language is English. People differ from other species because they have the ability
to think and learn many languages. So that, people can be bilingual or multilingual; there
are people that speak more than two languages.
According to Dr. Stephen Krashen of the Southern California University, the
problem of helping the older limited English – proficient students in a school without
special program on each lesson plan and the teachers‟ burden can be reduced by monitoring
the input hypothesis, and the acquisition- learning language development through using the
first language background. (Element of literature, 1997)
According to Platoon children learn on average ten to fifteen new word meanings
each day. Through reading teachers could apply strategies to help students to pick up that
bunch of words.

2.9 TEACHERS’ ROLES.
Teacher‟s role is very important because we as teachers must have to include all
children in the learning process. In fact, those students with disabilities in the reading skills
could be better if they have quality and timely reading forms to integrate classrooms in a

great environment to make students enjoy their reading inclusion in a natural way and the
same time to develop the students‟ reading thoughts. Teachers should find techniques such
as providing extra information or specific content to help those students how to learn as
well as what to learn. Nevertheless, perhaps more than any other reason why it is so
important to acquire reading as well and choose strategies that helps students to build
meaning, and comprehension for the entire text. As teachers, we must help students to gain
control over spelling while we support them as emerging writers. Teachers must select
texts or books which draw students´ attention and the pupils should not be bored or
confused because the selected texts are interesting and comprehensible.
There are some tips that we can use to teach reading. First of all, to encourage
students to maintain and use personal word lists; for example words that they routinely use
,but that they have difficulty spelling , and at the same time to analyze their mistakes.
Another tip is to have different strategies for different learners. For example, at the primary
level, phonic is a valuable tool for spelling and it helps students to be interested in reading
in an easy way.
The main roles are given to teachers as generators, managers, and directors of the
input and the intake in the students. It improves their acquisition of English through
reading different topics. Another role is to be a facilitator. Some examples of teachers‟
roles as facilitators are developed in highly structured and well organized environments in
the English classroom. Teachers should assign groups and roles to set goals to each lesson.
And finally, as facilitator teachers should give the students selected materials according
with each purpose. Teachers should make possible the communication process among all
the learners in the classes, and also between the students, including many kinds of activities
and texts.

According to the Programa del MEP or ministry of education program, (2005) the
elementary English teacher of the Costa Rican Educational System must have
communicative skills. Teachers‟ abilities will help students to give confidence and display
oral communication in the target language. Teachers have plenty knowledge of secondlanguage learning and second-language acquisition. Moreover, teachers should support
proper use of the target language, including encouraging non-verbal communication and
mastering innovating strategies and communication techniques.

In the English class,

teachers must promote positive human relationships and self-confidence to each student.
Sometimes, teachers did not have sufficient knowledge of children development. Teachers
should be sensitive toward children‟s characteristics, needs, and strengths or weaknesses
when planning and developing activities.
However, not less important, teachers should promote team work and good
communication along with positive leadership. Teachers, which communicate and interact
with families as well it is possible, they will observe children‟s reactions and behavior
growing in pretty positive way, when teachers take all of these in account. Teachers do not
have self observation or teachers do not ask to the co-workers about what changes they
must make in order to improve the necessary changes in their teaching learning practices.
Teachers should promote meaningful and creative experiences for those with they interact
to develop their professionalism. The schools should give opportunities to English teachers
to promote discussion groups by reflective teaching with workmates and other
professionals in many fields to improve teaching practices.

2.10 STUDENTS’ PROFILES.
According to the Programa of the Ministry of Public Education in Costa Rica, at the
end of the II Cycle the learners should share relevant aspects of Costa Rican culture in
order to promote a better understanding of Costa Rican‟s identity; each student should
apply principles of cultural consciousness to help cultural understanding and respect for
citizens of other countries. If learners continue expressing creativity and enjoyment in the
process of learning the foreign language, they demonstrate improvement of communicative
abilities in the oral and aural skills. The oral skill is the main focus of the curriculum.
Learners should achieve reading and writing skills as a secondary support, through the use
of sub-skills, techniques, activities, tasks etc, such as substitution, skimming, looking for
details and production of short pieces of writing.

2.11 COSTA RICAN CURRICULUM.
According to Program del MEP (2005), Costa Rican primary curriculum must
supply the learner with the opportunity to develop awareness of the urgent need for the
balanced development of our environment, our human resources, and also the sociopolitical and the economy and means of production. This balance is essential to ensure the
success of the new era of sustainable development.
The English language syllabus provides the necessary situations to support each one
of the areas mentioned above. As far as environment is concerned, it emphasizes the
analysis of the cause and effect of the use and misuse of natural resources and the possible
solutions as well as the value of our existing resources and the ecological diversity. It also
reinforces the harmonious development of human beings and nature.

The syllabus of the program gives special attention to those topics related to the
basic needs of highly qualified people considering their successful realization in time,
society and in the national and international surroundings. An example of this is provided
by the topics which conduct research into an exchange information on health; the
symptoms and prevention of common and more recent diseases. Likewise, drug abuse is
another topic for discussion in the English class.
Costa Rican curriculum takes into account other relevant areas of a well-rounded
education, such as the job market and careers, in terms of active participation in the
evolution of society. Other aspects like the socio-political development of citizens is dealt
with explicitly, leading to personal, and collective improvement through themes relating to
values such as: gender equality, political liberties, and respect for ethnic and cultural
diversity, as well as active involvement in community activities. In the field of the economy
and production, the syllabus provides for the promotion of a productive culture in harmony
with the environment, coupled with the efficient use of energy and resources. In all cases,
English can be the mean for exposure and acquisition of valuable and permanent behavior
patterns. These patterns will fulfill their own needs, and those ones of the country.

2.11.1

THE

EDUCATION

POLICY

EQUAL

OPPORTUNITIES.
The Educational Policy provides similar opportunities to everybody. Achieving
high standards of education as well as opportunities that take into consideration the rights
needs problems and expectations. First, the listening skill should have been developed in
early stages of language learning. Students will understand and respond in appropriate way
by the listening skill. Some ways to apply the listening skill is by distinguishing sounds,

stress, and intonations. Although, teachers should encourage the purpose of listening to a
conversation, directions, discussions, drama films, songs, reports and any other form.
Second, it is the speaking skill which teacher should provide many opportunities for the
learners to express in this language. Some examples are through oral speech, discussions of
topics, conversations, and any other way to make students to participate orally during the
class. Third, the reading skill; it is a passive skill because the students should apply reading
comprehension by doing exercises. Students have to be able to read the language by
reading short pieces of a lecture in II cycle. The last one, the writing skill emphasizes the
formal expressions of thoughts through written language of graphic symbols. Whenever,
the teacher should introduce an activity in order to follow to help students think about what
they already know by listening, speaking, reading, and writing skills to link new
information and share experiences through those skills (MEP, 2007).

2.11.2 LINGUISTIC OBJECTIVES.
The Costa Rican syllabuses included the linguistic objectives in which indicate what
kind of skills are involved in the English learning process. In the second cycle, learners
should integrate reading and writing skills little by little in order to help students to be
communicative in English as a second language.
“…The objectives used in this syllabus are stated in terms of linguistic
skills. The term skill is used as a micro – concept, to be distinguished from the
macro-concept of the customary division of language skills, that is, into
listening, speaking, reading and writing. In the II cycle, the purpose is to
integrate and interrelate these skills as understanding, performing and following
relationships in the communication process...” (MEP, 2007)
According to the last information the linguistic objectives of the II cycle work

throughout the incorporation and interrelation of listening, speaking, reading and writing
skills. Learners should recognize and apply English knowledge through achieving all the

skills into the communication in English. Teachers should have active techniques including
games. Those games are activities with rules, a goal and an element of fun. The inclusion
of linguistic strategies as an integral part of any language syllabus provides an opportunity
for intensive language practice, offers a context in which language is used meaningfully
and as a mean to an end, and acts as a diagnostic tool for the teacher, highlighting areas of
difficulty.

2.12 ENGLISH AREAS.
According to the Programa of Education in Costa Rica (2007) in I cycle, learners of
English obtain communicative aptitude and learn to be competitive through the mixing of
oral and aural skills listening and speaking only. They demonstrate improvement of
communicative abilities in the oral and aural skills by performing real meaningful language
situations in which students could use different activities to acquire the best knowledge in
this second language, English. In the II cycle, reading and writing skills are introduced
slowly but surely to match listening and speaking skills in great harmony by encouraging
sub-skills, techniques, activities and tasks, such as substitution, skimming, looking for
details and production of short pieces of writing, in order to improve communicative
competence. The subsequent information explains a little bit more about the four skills such
as listening, speaking, writing and reading skills and their developed in English class to II
cycle students.

2.12.1 LISTENING.
The receptive level uses of language can be applied to listening respectively. Those
skills are cognitive and affective comprehension to the new language in this case English as

a second language. Listening is seen as the active use of language to access other people‟s
meanings. Listening skills are incorporate during all the learning process.
¨…Listening is not a one- way street. It is not the process of a
unidirectional receiving of audible symbols. One face the first step of listening
comprehension is the psychomotor process of receiving sound waves through
the ear and transmitting nerve impulses to the brain. But that just is the
beginning of what is number of different cognitive and affective a mechanism
in which listening is an interactive model of listening comprehension…”
(English as a foreign language…¨ (MEP, 2009, 249)
According to the information above listening should be a clear and interactive. First
step of the listening process is the reception of sounds. Human beings perform the listening
in a natural but interactive way. Students could develop short memory, interpreted what
kind the information they have perceived from the message, determine the feeling or the
speaker attitude through listening. Sometimes, teachers do not help students to develop the
listening comprehension in the way students need. And the students just hear without
paying attention for specific details from a conversation, speech from a video or a record
material.
Besides, according to James Asher, listening could work as a major component in
language learning and teaching first hit the attention in the total physical response or TPR,
in which learners could listen before they were encouraged to respond orally or any other
skill. Subsequent pedagogical research on listening comprehension made major
improvement in the process of listening. Sometimes teachers do not want to use the TPR
like part of their lesson because they think that students‟ behavior is not good enough and
this kind the approach is more for I cycle.
According to Stephen Krashen and Terrell, when students are learning any kind of
language there is a silent period dedicated to acquire comprehensible effort. It is during
this stage when listening is highly reinforced to assure a better understanding of the

language.

Students should be prepared to understand basic speech in different

environments such as background noise, distance, and unclear sound; also learners should
understand speakers with different accents in English. On the other hand, teachers should
expose their students to a considerable amount of meaningful language input by listening to
conversations, descriptions, directions, songs, sports activities, videos and any other form
of authentic spoken material.

2.12.2 SPEAKING.
Communication could be gotten in different ways. However, speaking is one of the
ways people use to have an effective communication. Children start speaking from the
ages of one or two, and day by day they produce new words through the acquisition and
improvement of the speaking skill.
“…The emerging of the productive skill, speaking, appears little by little
in a process that includes the repetition of certain sounds and/or a combination
of them in context at the very beginning stage. Isolated words appear in a
meaningful context, where the child pronounces the word and the adult utters it
in a context as many times as necessary. The child‟s speech improves according
to the quality of the input provided by the teacher, along with his or her support
and patience to higher levels of language…” (Programa II ciclo, 2007: 20)
According to the previous information above about the speaking skill, students should
use it in a process that goes slowly including repetition of sounds and mixing of those
sounds in a situation. Teachers should pronounce the phrases and words as many times as
the learners need them, in order to help students to improve the quality of the learners‟
speaking skill.
The Costa Rican syllabus is centered in the oral communication, which promotes oral
communication as the centered goal of this syllabus. Costa Rican curriculum promotes the
speaking skills as a vital attainment to obtain a competence in English as a foreign language

to students in II cycle. Listening and speaking are related strongly by practicing those skills
students could get intonation, pitch, rhythm and model native speakers and non native
speakers, too. Students have better possibility to learn to speak English as well as it is
possible through the listening and speaking skills in order to be under stable and be
successful in different situations that the learner could face when they speak a new
language in this case, English. Teachers could use different activities such as descriptions,
dialogues, role plays, information gap, games, dramas, and story tales, and others.
As it had been mentioned previously, the listening and speaking skills are closely.
The oral communication skills in pedagogical researches provide some perspectives to
acquire English. Richards (1990, 67) noted the conversation class is something of an
enigma in language teaching. There are many techniques teachers could apply for teaching
English through conversation, pronunciation, fluency, affective factors, and interaction
effects.
There are some characteristics of spoken English that could make learners learn
speaking easily as well as in some cases it may become difficult. Clustering means making
a speech not word by word, but make it in a fluency speech. Another one is redundancy; it
means that the person who is speaking has the opportunity to make meaning in a clear way
throughout redundancy of language. Then, performance variable is another characteristic of
speaking difficulty because it is when someone has been speaking the new language. For
example, native speakers usually take to think time, they include word sounds like ˝ up,
umm you know, I mean etc, in order to have a thinking process. Students need to learn to
include those performance variables in their speech in order to take advantage of the
language. Another is the colloquial language. Students should learn idioms, phrases,
colloquies language to have a clear communication with a native speaker. Not less

important are the stress, rhythm, intonation, and interaction of English pronunciation which
make difficult to many students speak in the new language.

2.12.3 WRITING.
According to the program of the Ministry of Public Education, the writing skill
should be introduced increasingly in the II Cycle. Writing emphasizes the expression of
thoughts, feelings and ideas. It should included little by little or in a progressively way.
Based on the psycholinguist Eric Lenneberg; “Human behavior”, those human
beings universally learn to walk, and to talk. Eric compares the swimming skills with the
writing skills are culturally specific, learned behaviors. He says that usually just one person
teaches us to swim; it is exactly the same, when someone needs to learn how to write just
one teacher teaches us. There are some important points to take in account when teachers
should teach students techniques such as any written practice should be related to the topic
being studied, follow the linguistic objectives, including authentic writing materials such as
texts, notes and letters, integrating the other skills before, while or after the writing task is
performed it motivates students to express themselves creatively. Teachers could use
different activities to improve the writing skills in their students such as shopping lists,
messages, letters, postcards, invitations, and finally extensive papers.

2.12.4 READING.
For the purposes of the Syllabus from the ministry of Public Education, reading is
introduced gradually in the II Cycle. It has to be understood as a secondary skill, used to
reinforce the oral skills. It is an active skill, which involves different tasks such as guessing,
predicting and answering questions. Reading has been present in the life of humanity since
its beginning. Ever since the oral tradition of the hunters and gatherers, through reading

has represented a major way of reflect one‟s perspective towards life. Students could make
connections between different kinds of reading and life, understanding writing and
language. All those connections are essential to live and learn.

Through

reading

could find depiction of the thinking patterns and social norms that prevail in society, and
including it a depiction of the different features of any individual‟s life.
Moreover, students through reading could learn to work nurture thoughts and endorse
imagination and creativity. When a child is exposed to good kinds of readings works,
he/she is provided with appropriate educational opportunities because through great kinds
of reading a person learns how to describe anything by using more technical, descriptive,
imaginative, and others. In contrast, when a person has the lack of exposure of reading
he/she is derived from an opportunity to grow as an individual. For this reason, it is
through reading works, that a student comprehends and appreciates life from different
perspectives. The texts should represent reflections of the world‟s culture on the nature of
human experience. This resource pretends to take into account classrooms as the places for
students to learn to read and have a vision of human possibilities offered them by the great
literature and students could have the possibility to begin to tell their own.
Reading in the English class to reinforce the acquisition of the language helps not
only students but also all the people to take a closer look 0f the diverse aspects of life. In m
any ways, understanding literature can change one‟s point of view towards
life itself. On the other hand, teacher should encourage children to build literacy by
reading, having a dialogue or producing their own piece of writing. Likewise, a good
technique could help students to develop their skills like critical and analytical thinking.
Critical thinking skills provide people the ability not only understand what they have read
or been shown but also to build upon that knowledge without assistance through works.

Further, reading is the best tool to use in each subject in order to have better comprehension
of the humanity. Students learn to enjoy any kind of reading thanks to the methodologies
of the classroom.

In other words through reading students can learn, be intellectual,

emotional and social for the rest of their lives.
By teaching reading skills, students have to integrate it as one with the rest of the
skills to obtain the main goal because reading should put together as a unique set of past
experiences, emotional and mental process according with their level of cognitive
development and the level of the topic. According to an article the first language reading
research had been flourishing for a couple of decades by the seventies, and after Kenneth
Goodman´s began to tackle the unique issues and questions facing second language reading
pedagogy (CAA Centre, 1999).
Nowadays, three decades of research reveal the highlights of approaches to teach
reading skills. First of able, in bottom up processing readers must recognize a multiplicity
of linguistic signals such as letters,
Syllables, words, phrases, grammatical cues and they select the signals that make some
sense. In the top down or conceptually driven, readers draw on their own intelligence and
experience to understand a text. (Christine Nuttall, 1996: 16-17) Second one is the schema
theory and background knowledge which mean how readers construct meanings and how
readers decide what to hold onto, once having those decisions, it comes another one that is
how the readers, infer a writer´s message. In other words, readers bring information,
knowledge, emotion, experience and culture to the printer words of a text. The third one is
the role of affect and culture, according with Dole, Brown and Trathen, (1996) the
acquisition of affective factors play major roles in ultimate success. Just as language ego,

self esteem, empathy, and motivation in reading subjects make readers love what they are
reading.
¨…Meaning lies in that shared ground where the reader and the text
meet. It is not resident within the text, to be extracted like a nut from its
shell…¨ (Probst, 1997) .
In order to become familiar with basic principles and practices, readers might
carefully consult the materials to read. Robert Probst gave us a well think and how
important is defined and analyzed the reading that our learners will read.

2.13 METHODOLOGIES DEFINITION.
The methodologies are used in order to find reading tools to the learners of English
as a second language in public primary schools. Thanks to the reading skill in which there
is the teaching reading approach students should have to integrate as one with the rest of the
skills to obtain the main goal, in which the approach affects the readers as a unique set of
past experiences, emotional and mental processes, level of cognitive development and the
level of the topic base on the CAA Centre. (1999)

2.13.1 C.E.L.T APPROACH.
The Creative English Language approach, (C.E.L.T) approach joined to the creative
as a way to improve the level of English in all the skills. The CELT approach describes
motivational like the way learners obtain joy and pleasure. Moreover, how the students
develop less frustrations in regards to the goal of learning English as a second language.
(Affirmation, 2010)
The main objective to the investigator is to stimulate the students to be active in the
learning process in which they could enjoy the class time, also the learners should expect to
obtain higher levels in English, and finally they could experience desirable attitudes to have

success in English. In other words, the teacher should apply activities to provide similar
opportunities for everybody to communicate in English. Furthermore, the emphasis in a
dynamic class is on the learners and the information exchanged between them as well as
between them and the teacher.

2.13.2 THE CALLA APPROACH.
Since their first proposal of this approach in 1986, Chamot and O‟Malley have
continuously been working on the model, and refining it. It is an instructional model in
which it was developed to meet the academic needs of the students learning of English as a
second language in American schools.
The handbook falls into three major parts. The components of CALLA are
including academic content, learning strategies, and academic language skills. A two-year
study was conducted to determine the long-term effects of a comprehensive cooperative
learning approach to elementary reading and language arts instruction on students'
achievement, attitudes, and met cognitive awareness.
In the Cooperative Integrated Reading and Composition (CIRC) program, students
in second through sixth grade worked in heterogeneous learning teams on reading and
writing activities related to stories they were reading. Teachers provided students with
explicit instruction on comprehension strategies and used a writing process approach to
teach writing and language arts. The study also mainstreamed academically handicapped
students in regular classes, and these students were active participants in the cooperative
learning team activities.

2.14 THEORIES FOR READING.

2.14.1 CONSTRUCTIVISM THEORY.
“…Constructivism concentrates to the significant of learning through
individual constructivism cuts a nice path between the main ideas that have
influenced how reading has been taught: the concept of math as facts to be
transmitted to the student, and the view that some people have it and some
people don't, where the educator's task is to figure out how "smart" students are
and choose the right tasks for them to perform...” (Constructivism, 2009)
According to the last information, constructivism focuses its attention on how
people learn. It suggests that knowledge results from people forming models in response to
the questions and challenges that come from actively engaging math problems and
environments - not from simply taking information, nor as merely the blossoming of an
innate gift. The challenge in teaching is to create experiences that engage the student and
support his or her own explanation, evaluation, communication, and application of the
models needed to make sense of these experiences.
Through these experiences students could build great and extraordinary things that
sometimes the students do not know that they could do it. Given this view, there are many
strategies to improve reading teaching: look for different ways to fit into place individual
students, develop rich environments for exploration, prepare coherent problem sets and
challenges that focus the model building effort, elicit and communicate student perceptions
and interpretations, and so on.

2.14.2 HUMANISTIC THEORY.
This is the psychological perspective popularized by Carl Rogers and Abraham
Maslow (hierarchy of needs) that emphasizes the human capacity for choice and growth.
The overriding assumption is that humans have free will and is not simply fated to behave
in specific ways or are zombies blindly reacting to their environments. It is a result that the
Humanists stated that the subject matter or psychology is the human subjective experience

of the world how humans experience things, why they experience things, etc. (aplacenet,
2010)
The humanism approach would concentrate upon the development of the learner‟s
self-concept. If the students feel good about themselves could be an involving
understanding of one‟s strengths and weaknesses.

Besides that, it is one‟s ability to

improve the process of learning. According to Maslow, everybody has a self-actualization
in which learning is not an end in itself; it means the progress towards the pinnacle of selfdevelopment.

The growth of each human being could be poor if at least these

considerations of humanism are not included. Every human being is a wonderful creature;
the humanity is a super organism. The human relationships and cooperation are necessary
for the best human development and well being.

2.14. 3 INTEGRATED THEORY.
The integrated approach is an art that focuses on the complementary nature of the
reading process which includes listening, speaking, reading and writing rather than the
teaching of each in isolation from the others. The integrated approach is very much aware
of the strong connections between reading and writing. Initial encounters with a wide
range of quality texts often provide the starting points for integrated classroom experiences.
According to Dr. Karen Kutiper the integrated approach could help the students by
supporting with suitable directions the linguistic process, which it can create greater
competence in all areas. For example, the youngest could have the opportunity to respond
to texts in writing to share, to defend, and to treat those responses in dialogues with
classmates or with the teacher. Students develop richer understanding of what they have to
read. In addition, the integrated approach gives the students the chance to respond both

informally and formally to their own reading and writing, and to reading and writing of the
others. Consequently, learners should increase their ability to communicative fluently and
flexibly in any setting.
The integrated approach has a key to have a successful integrated classroom,
obviously, a variety of quality and timely of reading are the foundation of the integrated
classroom. This approach implements the reading on the lessons from the teacher selection
and self-selected materials. The integrated approach put the teacher as the heart of the
classroom. The teacher is who understands that quality instruction builds on students‟
backgrounds, providing appropriate strategies and offering equal opportunity to each
learner to participate in reading activities. (Elements of literature, 1997)
On the other hand, the first language can help enormously in making English input
more comprehensible. This means that a second English language indirectly promote
English development of reading through the first language. It is extremely efficient to build
up literacy first in the children‟s first language, in order to help the students to solve
reading problems and to achieve reading skills such scanning, scamming, etc in a second
language. At the beginning level, students would participate in comprehensible – input –
based method such as natural approach, teaching physical response (TPR) and English as a
second language (ESL), these approaches try to fill the classroom time with active and
interesting activities.
Research shows that at the intermediate level of English as a second language,
students could acquire a great deal of the second language and learn impressive amounts of
subject matter at the same time. Learners work as well is possible because they provide a
great deal of compressible input and at the same time they could achieve free voluntary

reading (Krashen, 1991). Then, students get confidence to read in their first language as
well as in English as their second language.

2.14.4 MULTIPLE INTELLIGENCES THEORY.
The theory of multiple intelligences was discovered in 1983 by Dr. Howard
Gardner, professor of education at Harvard University. This theory suggests that the
traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr.
Gardner proposes eight different intelligences to account for a broader range of human
prospective in children and adults, too.

Each of the multiple intelligence displays a

distinguished set of psychological process, very different from person to person. This
theory has several implications for language learning and language teaching. The most
significant is that each learner is unique and this student has the potential to express and
develop his or her abilities in different ways.
These intelligences are linguistic intelligence or word smart, logical- mathematical
intelligence or number and reasonable smart, spatial intelligence or picture smart, bodily –
kinesthetic intelligence or body smart, musical intelligence or music smart, interpersonal
intelligence or people smart, intrapersonal intelligence or self smart, and finally the
naturalist intelligence or nature smart.

According with Dr. Gardner the schools and

cultures focus most of their attention on linguistic and logical mathematical intelligence.
The good news are that the theory of multiple intelligences has grabbed the attention of
many educators around the world and hundreds of educational systems including the Costa
Rican Educational system are currently using this philosophy to redesign the way it
educates children.

If teachers are having difficulty reaching a student in the more

traditional linguistic or logical ways of instruction, this theory suggests several other ways

in which the material might be presented to facilitate effectively and successfully learning
process. (Armstrong,1994)
Moreover, there is the Emotional Intelligence Theory, introduced by Daniel
Goldman in 1995, developing learners competences will have greatest caring classes
because it should be a place where students feel respected, and cared about bonded to
classmates. Dr. Goldman defines emotional intelligences as ability of knowing what one‟s
feelings are and using the knowledge to make good decisions. In addition, emotional
intelligences are empathy of the feeling among others. It is the results of experience and
interaction with other people. People with high level of emotional intelligence tend to keep
a positive outlook in life and overcome difficulties according to the MEP, ( 2007).

2.15 STRATEGIES TO IMPROVE READING IN ENGLISH
CLASSES.
A half century ago, reading specialists might have argued that the best way to teach
reading is through bottom up methodology, teaching symbols, grapheme- phoneme
correspondences, syllables, and lexical recognition first. Then, comprehension would be
derived from the sum of the parts. Recent researches on teaching reading have shown that
a combination of top- down and bottom-up processing, or what has come to be called
interactive reading, is almost always a primary ingredient in successful teaching
methodology because both processes are important In fact, Nuttall said:
“…In practice, a reader continually shifts from one focus to another,
now adopting a top down approach to predict probable meaning, then moving
to the bottom – up approach to check whether that is really what the writer
says…”(CAA Centre, 1999)

Moreover, becoming a strategic reader could be a dream for many people.
Whatever, according with Dr. Judith Irvin, reading learners should have better interaction
of what is in readers‟ minds with what is on the page within a particular context that helps
student comprehension in what they read, if students should come to learning with previous
information about particular topics, with definite attitudes about reading and with varying
motivations for reading and learning. For example, it is better for readers, to learn anything
new without making connections to their schemata or prior knowledge. For teachers, it is
very important to have on mind that readers encountering new ideas most often be shown
how the material fits into their existing filling system. Teachers should choose the right
text because the content, format, and organization of a text are factors that make a text easy
or pretty hard for some students to understand. A teacher should be prepared to exercise
flexibility and sensitivity in presenting the text so as to encourage learners to use their
schemata to enhance their reading experience.

Learners should know the reading

approaches texts are differently and the reading vary according to each purpose. It could be
for pleasure than if the purpose is for class topic. Good readers are strategic and being
strategic involves the met cognitive abilities to think, plan and evaluate their own
understanding of texts.

2.15.1

COOPERATIVE

LEARNING

APPROACH

IN

READING.
According to the research conducted by Robert J. Stevens and Robert E. Slavin at
the University of Chicago Press, there are effects on student‟s achievement of reading by
using a cooperative learning approach makes learners have better attitude in English
reading class.

During two years they were researching to find out the effects of a

comprehensive cooperative learning approach to elementary reading learners.

They

determine that students from second to sixth grade most of the time work in teams on
reading activities related to the topic of the story. This approach helps students to be
sociable and to acquire much better the reading vocabulary.
According to Oxford (2010), the cooperative learning, collaborative learning and
interaction are three kinds of communicative strands in the language classrooms. The
collaborative learning has a social constructivism philosophical base. Interaction is broadest
of the three terms and refers to personal communication. The last approach is the
cooperative which refers to a particular classroom activities and techniques that encourage
learners interdependent as a route of social and cognitive progress. This article wants to
emphasize how important it is to have clear and understand the three strands.

2.15.2 MOTIVATIONAL STRATEGIES.
According to Barnett and Williams, (1989) researches they are defined the term strategy
as conscious deliberate behavior while skills operate at the subconscious level. It has been
distinguished in the reading research from the term skill based on consciousness.
Based on the Anderson‟s research, teachers should make students grow interest in
met cognition in reading where teaching comprehension, according to his view, it requires
students to discuss the type of strategies the students should use to comprehend a text and it
improves their knowledge.
On the other hand, students should be encouraged to transfer the reading sub-skills
that they have already acquired in their native language such as follow the linguistic
objectives, including authentic writing materials; for example, texts, notes and letters,

integrate the other skills such as before, while or after the writing task is performed;
motivate students to express themselves creatively.
Pre-reading, while reading and post-reading is used to direct students to dynamically
join in the reading process, through goals of guide reading is for students to become fluent
readers and solve strategies to read alone, in group or silently.
Before reading prepares students for learning by activating their pre knowledge about
the topic featured in the text. There are strategies to help teachers in the pre
Reading process such as to invite the students to predict what the text or story is about by
doing quick writing on the title by using notes or short statements. Another one could be
the word plash in which students should take out fifteen words from the text and the
students do sentences according to the title of the text. Another technique could be tea
party. This strategy student has to predict what will happen by seeing pictures related to the
topic.
While- reading strategies teach comprehension by making connections, creating
questions by guiding students to use different strategies to obtain the text objective. Some
examples of strategies are webbed chart; teachers should follow the levels of questions to
the students making them think about the reading that they are doing by some questions
related to the reading.
The post-reading strategy idea is to connect the old and new knowledge successfully.
This part of the reading process technique helps students to frame it in some way in the
students´ life. Some great ideas are that teachers could use a reflection activity in which
students think about the importance of choosing what they are reading or that students must
read frequently in order to have knowledge in different topics. Also students could answer
questions related to the text in an oral or written way. Another activity is to find short

readings related to the last reading and compare different situations, characters, conflict and
events according to the students‟ level. Depending of the text, students could use a story
map by comparing, looking for cause and effect, finding events and others maps to connect
all the text in a summary plot. Students could performance what they read by making
dialogues, conversations in a pretty active way. (When kids can‟t read what teacher can do
(Beers; 2010)
Moreover, teachers should use a variety of texts, techniques, activities and materials
in order to promote the development of reading. Students should be encouraged to
communicate their ideas and ideas from another person meaningfully. Likewise, within the
scientific, technological, and humanistic spheres, English is a fundamental linguistic tool.
Consequently, using English as the instrument to acquire reading skills is a very universal
and postmodern strategy in the education of primary school students. When taking into
account English as the instrument to study instead of the object of study, to motivate
students in this process becomes relevant within the curriculum, emphasizes the basic
linguistic skills like listening, speaking, reading, and writing.

Since the educational

proposal in Costa Rica instructs on the communicative approach, it becomes significant to
motivate students to participate in class.
Therefore, based on Michael Sturgeon theory, students‟ attitude and motivation
have to be together. These two values cope with reading and its troublesome areas of
analysis. In the foreign language learning context, learner‟s motivation and attitude have an
influence on the student‟s success in learning a language and analyzing pieces of texts.
Motivation in language learning and texts analysis becomes relevant in order to accomplish
the best possible results.

Students should be encouraged to transfer the reading sub-skills they have already
acquired in his or her native language such as following the linguistic objectives, including
authentic writing materials such as texts, notes and letters, integrate the other skills such as
before, while or after the writing task is performed; motivate students to express themselves
creatively. The goal of guiding reading is for students to become fluent readers and solve
strategies to read alone and silently.
According to Chaves (2005) the following information could help teachers to plan
activities to the steps of reading such as pre-reading, while-reading and post-reading
strategies, in order to achieve much better the motivation and knowledge into each learner.
There are some extra- activities to take in account into the reading process such as prereading, while reading, and post reading.
Pre reading
Questions and answers related to topic
Matching sentences with pictures
Picture description
Illustration with visual aids
Vocabulary charts
Story telling
While reading
Answer questions
Complete sentences
Matching pictures with words.
Drawing.
True or false statements.

Multiple choice to choose the correct answer.
Organizing ideas in chronological order.
Complete charts.
Solving a puzzle.
Following instructions.
Post reading
Role-playing
Dramatizations
Creating a story
Writing on a similar topic.
Solving a puzzle
Problem solving.
Following instructions.
Jigsaw reading

2.16 INCLUSION STRATEGY.
Inclusion of strategies changes the attitude of learners‟ point of view about reading.
According with Dr. Donna Kearns, the inclusion provides six basic principles that are
important to the educational rights for all the students. Those principles include zero
rejection, natural proportions, regular special education, and collaboration of parents. The
term zero reject means to the fact that no students with disabilities are rejected from the
regular education classrooms and schools in which they would participate if they did not
have disabilities. But, teacher should find techniques to assist these students to experience
success in the classroom in which every other child of their age is placed. The natural

proportion means it should ensure teachers that their classrooms will continue to be a
mixture of students. Most of the time, teachers have mixed ability class in which there is a
difference and very clear that students have levels on their abilities in the receptive and
productive skills, difference in the students learning styles, differences in their background
knowledge, and finally differences in their levels of motivation. There are some techniques
for teachers to use as they collaborate to provide services to students and successful
opportunities to each learner.

The inclusion is very important because it represents

progress toward meeting the diverse needs of students in our changing population of the
school. Teachers can promote this learning by assisting students in exploring how they
learn while they are reading.
Some tips to teachers to choose the right readings could be an amazing way to have
a successful English class as a second language. Teachers need help to keep in touch with
reading according with the topic that is been taught. Sometimes, we as teachers do not
have ideas to motivate and to encourage our students to learn through readings.
Make your own observation and identify what could be some factors that make
your lesson poor. Remember that it is important to define the specific purposes of each
reading having into account designed to meet specific needs of the learners. Make sure the
texts are appropriate lexical level for your students.

Use the glossary tool to create

vocabulary support. To use a blended plan, this means you have to include pre-reading,
while-reading and post reading dynamic activities in which students could improve their
skills. English class should be active and very motivating to catch the students‟ attention
and to create a great environment in each English lesson.
Playing games in which students should use the new vocabulary. Use choral reading
of passages and poems helps the students with their self esteem and their desire to read.

Provide simple books and materials to encourage students to retell the stories in English to
the rest of the group. As teachers we can help students to improve their ability to speak, to
listen, to read and to write in English, working on these strategies students should be
encouraged to develop their writing skills and reading skills successfully. (Kearns, 1997)

2.17 VALUES THROUGH READING.
Teacher can teach values through reading with the learners. Illustrated picture, texts
and why not, books are a good way to start this process. Teacher could tell stories that a
young child can understand and through the stories, students could learn values which are
represented. Young children ask many questions and a character that thinks about situations
and asks questions of a wiser character is someone your child can relate to. He can put
himself in the place of the young character. It is a good way for him or her to learn about
values like wisdom, right, and wrong.

There some values such as respect and cooperation, in which teachers could include
on their plans to rich students knowledge more and more. This could happen thanks to the
readings that teachers use, and students could internalize and use for all their life in many
different situations that they will face.

2.17.1 COOPERATION.
The first value is cooperative value, this value makes easier the class because
students learn to work as teams and they learn to be less self centered.
“…To work or act together for a common purpose or benefit…”
(Webster, 2006)

Based on the last information teachers should use the cooperation value throughout
reading to motivate students to work in groups in different topics in which they have to
present to the rest of the class or just to do a practice related to the unit they have studied.
Learners could apply this value into the classes and other places, such as places they go to
play out the school and of course in their homes. The cooperation value is a tool that
learners could use in different situations. By using this value they could help to obtain
benefits from many people including students themselves.

2.17.2 RESPECT.
This value is an important tool that teachers could use. Students should respect the
rest of the class members‟ opinions. During the reading process like pre- reading, whilereading, and post- reading teachers should foment this value through different activities.
“…Permit the opinion and expressions. Respect the privacy to each
person…” (Webster, 2006)
According to the last information students should participate telling their own
opinions about any topic and the classmates should respect each other opinions.
Sometimes, students do not want to participate in oral tasks in role-plays and etc, because
their classmates could be pretty cruel.

2.17.3 ORDER.
Some teachers misunderstand to have a military class and organize or order class.
Some professors avoid role- plays or other kinds of activity because they do not how to
organize or worse teachers never teach the order value to students.

“…Methodological and organize arrangement, a major class in the
classification of organisms, consisting of one or more family...” (Webster,
2006)

According to this value, teachers could have harmonious us classes. When lessons
have order students could acquire the background knowledge and the lesson could achieve
the objectives. As an idiomatic expression says where order is, it is God. Teachers could
say where order is, the students get the objectives. The order is another value that it is
essential to acquire English as a second language. But, not misunderstand to have order is
not to have students sit without movement. Teachers could do activities and use different
approaches and theories in order.

2.17.4 RESPONSIBILITY.
The responsibility is a value that teachers could apply in reading classes and all the
subjects. Sometimes, through texts this value could be part of the background knowledge
that they could learn. Teachers have many tools in reading classes or any other class to
build this value as part of the learners‟ life. This value should make a vast change in the
students‟ life. Teacher must include this value on their lessons, taking in account that many
families do not have the responsible value practice at homes.
“…Involving duties and obligations have the capacity to make moral
decisions…” (Webster, 2006).
This value could be the battle line in a successful person. It does not matter if you
are a child or an adult, to be a responsible person makes a huge difference and this value
could make your life easier in all the ways. Students should learn this value, and the others
not only at the school, they should learn values from their homes. The problem could be
when their parents and the rest of the family have never been responsible with their own

children, neither less with their own lives. Most of the students in all the Costa Rican
schools and why not of the entire world have been faced with broken families in many
ways, such as separation, divorced, financial problems and so on. Teachers must teach the
value of responsibility every single day and teachers should start with their own example.

2.18 ASSESSMENT DEFINITION.
Assessment is an ongoing process that encompasses a much wider domain. A
teacher makes an assessment of the students‟ performance such as students responds to a
question, offers an idea about the topic or try to use the new vocabulary. During many
time, people believe that tests and assessment were exactly the same, but they were
misunderstanding the two words real meaning. A test is a method of measuring learners‟
skills and knowledge in a given area and taking in account the concepts of method and
measuring. According with this point of view of these concepts, tests are subsets of
assessment in which the test, s and the assessment are certainly not just the only form that
teachers could make. (Language Assessment, chapter 23
According to Sheppard, it is the notion that learning comes about by accretion of
little bits is outmoded learning theory. Current models of learning based on cognitive
psychology contend that learners gain understanding when they constructor their own
knowledge and develop their own cognitive maps of the interconnections among factors
and concept. (Shepard,1989)
Moreover, there are informal and formal assessments. The informal assessment
means teachers are practicing and giving to the students some feedback, but not with the
purpose to record the results. On the other hand, the formal assessment includes exercises
or procedures specifically designed to tap into a storehouse of skills and knowledge.

2.18.1 ASSESSMENT OF STUDENTS’ READING PROCESS.
Assessment of students‟ reading process has been important to educators and public
schools at large since the beginning of this century. Teachers have needed some way to
determine whether they are meeting their goals and objectives. Similar tests have been
developed in most schools as criterion-referenced measures that require a student to
respond to an arbitrated number of particular educational objectives. However, at the same
time, emerging theory has persuasively described how language abilities actually develop
leading to new emphasis teaching and measuring language performance as a process.
Writing tests have been since 1915 and are now used in the entire world as a tool to major
the students knowledge. In addition, according with Archbald and Newman the last decade
has witnessed a growing recognition of the need for significant changes in educational
assessment practices.

The calls for reform are directed not only at large- scale,

standardized tests but also at classroom assessment practice. At least three factors have
contributed to the demands for assessment reform. There are the changing nature of
educational of goals, the relationship between assessment and the way teachers teach and
students learn and finally the limitations of the current methods of recording performance
and reporting credits.

CHAPTER III
METHODOLOGICAL
FRAMEWORK

3.1 TYPE OF STUDY.
3.1.1 FINALITY.
The following research is a methodological study because it has characteristics of
the theory like defining a specific theme like how reading in the English teaching class can
reinforce the acquisition of the second language through reading. Moreover, this research
sets up the requirement to have a suitable knowledge of reading in II cycle, specifically
starting in fourth grade. It had worked in the fourth grade at Ricardo Jimenez Oreamuno
Primary School in Tejar, Cartago.

Also, it has some aspects to determine that it is applied for the best of society; in
this case the English teachers‟ performance in the reading area. In addition, it mentions the
summary of events that happen to develop a research according to Barrantes (2008).

The objective of this investigation is to establish the necessity to have an
appropriate learning of reading in II cycle, in order to strengthen the attainment of English
as a second language more efficient, and functional. In this case this investigation intends to
require the necessity to have an appropriate learning of reading in II cycle of the students of
fourth grade in the Ricardo Jimenez Oreamuno Primary School in Tejar in Cartago.

3.1.2 INVESTIGATION SETTING.
In this research the studied population is all the groups in the Ricardo Jimenez
Oreamuno Primary School, at the same time the investigation is macro because they are all

the groups in fourth grade who are the ones in the study and finally micro because it is
based only in the section 4-1.

3.1.3 TEMPORAL DEMARCATION.
This investigation is longitudinal in a period of time (half the second trimester
2010). Also, the individuals can be observed freely, and in that way the results can be
shown.

3.1.4 CONDITION TO DO THE JOB.
This research is done at the Ricardo Jimenez Oreamuno Primary School because it
is closed from home and especially because it is the place where I work with four more
English teachers. Also, it gives the opportunity to go there at any time. The job is done in a
natural condition, specifically in a classroom where the students just start in this year the
reading and writing skill in English classes. Due to that, the results are accurate with the
investigation. Furthermore, the students are in the classes working as usually they do
without the attention of the researcher so that the results are valued.

3.1.5 NATURE OF THE INVESTIGATION.
The investigation can be quantitative as much as qualitative. According to Barrantes
(2008; 70) when the work is quantitative it has a positive, theoretical- deductive, objective,
particular, and global conception oriented to the final result. This means that the most
important thing is to count and measure throughout instruments of quantitative character
valuating the results and verifying the confidentiality of the data.

On the other hand, Barrantes (2008; 71) says that the investigation is qualitative
because it has a phenomenological, inductive conception oriented to the process. It
discovers or generates theories. It puts emphasis on the depth and analysis of the data.
Because of what Barrantes says, this research is qualitative since it pretends to discover and
generate theories; also, the results will not mathematically depend. It will be oriented to the
investigation process. .

3.1.6 INVESTIGATION CHARACTER.
This research is exploratory because this job is new in this school. All the end
results will be new; the answer at the moment of assessing the students with teaching
reading in the English teaching class by observing the acquisition of English through
reading. Besides, it is descriptive because it describes situations in the application of a new
methodology for assessing the integrants in the English teaching and it measures the
variables of the problem that is speaking in the target language

According to Barrantes (2008) the exploratory studies discover the
descriptive measure with the better precision of the results. So, the researchers must be able
to define what to measure and how to get the measurement. To develop this type of study
he or she must have a great knowledge in the area. In this case the researcher must be an
English teacher and know about evaluation.

3.2 CHARACTERS AND SOURCES OF INFORMATION.
3.2.1 CHARACTERS.

The main characters in this job are the students of fourth grade at Ricardo Jimenez
Primary School. Specifically the section 4-1, these students are the ones for the study
because it is important to develop the acquisition of reading since the very beginning of the
II cycle. Being fourth grades, they are the primordial population to have a new way of
learning. In addition, the students start referenced reading of English as new way to be
communicative in English.

Moreover, other important characters are some English teachers from the
educational center mentioned. The idea is to know if the teachers know how to use reading
in the English lesson and if the English teacher uses it as part of the evaluation and part of
the assessment in their classes, the students‟ should learn English successfully. Likewise, it
is important to know how much the teachers know about their students‟ wishes and desires
at the moment of being taught a new language.

In this study, it is essential to mention the position of the different teachers who
work not only in primary schools but also in private schools, including teachers from public
high schools as well as teachers. The position of these characters is very important because
they are the one who check the students‟ job and they know how much their learners have
about the English language and how much their learners need to acquire in English as
second language.

3.2.2 SOURCES OF INFORMATION.
The major source of information is first hand, this source is very important because
it is the original. Second one is interviews from the professors and it is very important to

know the opinion and knowledge they have. Moreover, there is third hand information like
the pamphlet made by the Ministry of Public Education for II cycle in English. Also, in
this work there are major sources like books where it is the information about the theme in
study that is the acquisition of reading. Also, information from books like the necessary
concepts for the development of the job is included. Another source is the articles in
internet. In addition, in this job there is information from different sources like pamphlets,
dictionaries, questionnaires and of course interviews.

3.3 TECHNIQUES AND INSTRUMENTS.
In this job, the inquiry will be used throughout a questionnaire for the students in
fourth grade to collect the information. The inquiry will take only fifteen minutes. The type
of inquiry in this case is auto- managed because in that way they are free to express their
opinions and feelings without pressure.
In addition, for the teachers will be the semi- structure interview and the depth
interview to know if the professors know and handle the topic. At the beginning is to know
how much they know and later to check if they find reinforcement the acquisition useful.

In order to know how much the professors know the depth interview lets the
researchers collect a lot of information to build the job in an accurate way.
Another technique for this job is the observation in class to check the way the
students acquire the reading skills and the ways the teachers include the reading skills in
English lessons. This will help to analyze all the information easily. If everything is written

and recorded, the analysis will be easier for the researcher and of course more accurate
because the information is real and nothing can be changed from the original source.

4.1 OBSERVATIONS.
The observations were held at Ricardo Jimenez Oreamuno Primary School, in Tejar
Del Guarco in Cartago. The students observed were a fourth grade group. The section was
4-1. There were 26 students, 12 of them were boys and the rest 14 of girls.

Students‟ ages

are from ten to twelve years old. The lessons time is forty minutes from Monday to Friday
respecting the school schedule.
According with the teacher, this group is pretty closed because from second grade
most of the students are together. On the other hand, fourth students of this group are new.
One of these four students had studied in private school before. One of them is from the
same school but the last year, he did not have English classes. Another girl came from
another public school. The last student came from United States of America. She and her
parents are Costa Rican. She went two years ago to live there but her parents got divorced
last year, so for that reason she came back to Costa Rica with her mom. His Father
continued living on United States of America.
Further, it is important to know some specific details about this school, for example
the first, the second, and the third levels have English classes in all the groups to each level.
On the other hand, the second cycle just some groups to each level receive English the
other groups in each level do not have English lessons. The fourth grades that are learning
English are just two groups. Nowadays, the other groups are waiting that Ministry of
Education send an English teacher. This situation is a shame because most of the students
love to learn English but they cannot.

In the first observation held on March 16th, 2010. The teacher reminds the students
of the importance of speaking in English nowadays even if they do not understand every
single word, they should try. Working with fourth grades is like working in first cycle. The
students are so young and they just want to sing or to just continue working with
vocabulary as in third grade, but in fourth grades, they develop all the skills, listening,
speaking, reading and writing. Most of them are between nine years old and twelve years
old.
To start the class students read from their notebooks a The Lord prayer and short
poem named “My School Promise”. Then as a daily routine, the teacher asked students
about what day is it and how is the weather today?
Teacher called a student to go in front of the rest of classmates and this student
guide the prayer and the poem. When the students started reading not too loud teacher
helped with the pronunciation. The unit that they were studying is about the external and
internal parts of the body.
To introduce the class to the students, the teacher showed some flash cards
including two or more drawings for each word to talk about the new vocabulary. Then,
students said aloud each word fallowing the teacher pronunciation. Then, as part of the pre
reading strategy teacher asked to some volunteers to make sentences with the new
vocabulary aloud. Some volunteers did the sentences like “she have a throat.” When a
student did that the teacher showed a flash card including a girl drawing and the verb “has”,
so immediately the student corrected the sentence. The teacher used grammar flashcards in
which there was a funny drawing. On the other hand, she showed a card with the right

conjugation of the verb. Students were learning how to make sentences by using the verb,
“have”, and how to use it in singular or in plural ways. Then, Teacher pasted the new
vocabulary about internal parts of the body, on the board and students had to make some
sentences on their notebook by using the new words. Also, students had to do a drawing
related to each sentence. When the teacher asked the students if they understood some of
them, they answered in Spanish. So, the teacher should say the word in English in order to
teach the student how the word was. The students‟ behaviors were not good. The teacher
had to speak up and to be serious because the students were talking and laughing a lot. The
students did not want to make any effort in English so they said everything in Spanish and
they did not make any. The teacher moved them to speak in English all the time that she
made the word or phrase translation.
During the second observation on April 22th, 2010, the teacher applied a prereading strategy; she tried that her students were familiar with the vocabulary by showing
some monsters on the board. Then, she asked the students to say some differences between
the entire monsters pictures. The students did not understand very well but the teacher gave
an example and a student said just parts of the body. But some students said words in
Spanish like the height and weights. Teacher reminded them to use only English even if
they were working or talking or discussion a topic and one student made the effort and said
one the words in English very well. Teacher motivated and she taught her lesson. Then, the
teacher explained the learners that they will read a short story about one of the monsters
from the board. So, they had to guess which of these monsters were from the short story.
After that, teacher read the story aloud to emphasize the pronunciation and intonation and
students fallowed her. During this activity some students from the back of the class did not

read it. They just pretended to read but they did not do it. The teacher did not know about
this detail and she went on the lesson.
Finally, the teacher asked the students if something similar happened to them like
what they read in the story. Some of the learners were motivated to tell the class their own
stories but most of the time they used Spanish words to tell about it. The Teacher had to
translate the words in English.
As part of the assessment evaluation the students had to make a short practice
related to the story in which they had to choose some options according to the short story.
Then, they said the answer aloud. Some students made a span-English in order to be part of
the conversation. The teacher helped in order to improve students‟ vocabulary and self
esteem. Then, the students were talking about many different monsters from what they
watched at the television programs. The teacher took advantage of this situation and she
showed interest to know how those monsters from television programs looked like, in order
to make students described them and of course, to make an participated English class.
During the reading and after the reading process, the students‟ behaviors were excellent.
Learners were following directions and doing what the teacher explained to do. It was a
very short story but students learned about different parts of the body in a good way.
Another observation on May 04th, 2010, the teacher and the students checked about
daily routine they prayed and said the poem. Then, the teacher asked the students: “who is
feeling sick?” in order to make a conversation about kinds of sickness or illness. The
teacher motivated the students to tell the class about kind of illness that they could identify
people around them as a warm up. They could be suffering in Costa Rica or in other places

around the world. Moreover, teacher gave some pictures and sentences about different
kinds of sicknesses and illnesses. The students worked in group mates. There were six
groups of four students because two of them were absents. The instructions were not clear
at the beginning and then they could understand that the first sentence has to be read for the
girls and the other sentence has to be read for the boys. They idea was if the students made
a mistake in the pronunciation, the teachers had to pronounce the word and the students
read the sentence one more time, in order to improve their English reading and
pronunciation.

Finally, students had to paste the sentence on a construction paper and

make a drawing to each of them.
Students tended to speak in Spanish when they were working in groups. They had
some troubles to work together because some of the classmates did not do anything or just
bother the others. The teacher made observation by using the Ministry of Public Education
assessment (annex #1). The observation aspects were A: bring the materials, B: do the
work on the stable time, C: follow the instructions given in English, D: get into the
activities to develop the topic as well is possible, and finally E: use the expressions and new
vocabulary according to the topic.
The following are the results of the assessment that the teacher did to the entire
group. This table topic is about the students‟ attitude in English classes. If the learners
worked or not, it has the percentages included in the table number one. In addiction the
teacher used the same methodology that she used before in last English classes. And, these
are the students‟ attitude results
Table 1

Students’ Attitude,
May 13th, 2010.

Students' Actitude
Did not work
Hard working
Total

Students

6
20

26

Percentages

23%
77%
100%

After doing the observation rubric, the results were that six students did not bring
any material to work neither the English notebook. They did not finish on time because
they spend the time talking about other things and they did not working on the activity
either when the teacher talked to them. The other classmates followed the directions and
developed the activity excellent.
In another observation on May 20th, 2010, the students had to complete a puzzle
about the parts of the body individually. The teacher gave the students eight minutes to do
it and to paste it on the English notebook. It was easy to the students because most of the

students finish very soon. Then, the teacher asked the students if someone was feeling sick
or not? in order to introduce the story. Immediately, the teacher explained the next activity
which was the sequence chart. She asked the students if they watched “the Doctor House”
program on the T. V. At that time that they were answering the teacher pasted some big
arrows on the board in order to explain more what the sequence chart is. She just open an
discussion about the Doctor House program and the teacher took profit to what the students
watched from the Doctor House program in order to make questions about what happen
first, so the students explained and teacher wrote on the big arrows in the right order such
as what was first, next, then, and finally on the episode from the “Doctor House” program.
Then, the teacher gave the students a copy with the sequence chart in order to write
the “Doctor House” sequence chart from the information from the board. This day the
students‟ motivation was pretty good. They wanted to talk about not only about the
program that teacher mentioned but about others, too. This day, students were pretty active
and they acquired English excellent. They were sharing knowledge and all of the students
complete the chart.
Almost at the end of the lesson, the teacher pasted on the board, some brightly
colors of construction paper which had sentences, in order to make the students to guess
what the new reading was about it? Many of them tried to guess but the teacher say “we
will see “and the class was over. This made the students felt excited and they were asking
each other about what the answer could be.
Another observation was held on May 21st, 2010, as warm up, the teacher asked the
students if they remembered the sentence that she pasted on the board last class. One of the

students remembered and said this sentence “It is better to say the truth” The idea was to
open the class with this question as s part of the introduction. Then, the teacher asked the
students, “What do you think about the sentence?” Or “What do you understand?” Many
students wanted to say their opinions. The teacher asked to some students which had not
participated, yet. Then, teacher wrote words on the board like to make a brainstorm related
to the sentence.

The students should work in pairs. They were the same pairs that

yesterday. And they read a short story according to the directions; first step, one member of
the pair read and then the other one did it. During the reading, the students had to pay
attention about the sequence such as what happened first, next, then, and finally on the
whole story. They had to comment the order of the sequence chart with his or her partner.
Finally, the teacher asked for volunteers to read sentences of the short story. All the
students were part of the comments and they said what happened first, next, then and
finally on the short story in an aloud way. This day, the students‟ behaviors were not the
best but much better than yesterday if we took in account that it was pretty sunny and guess
this affected them. They were talking too much and asking the teacher if they could go to
the restroom many times during the English lesson. Teacher was really patient and peaceful
because she explained and explained over and over the sequence charts until the students
understood it.
In another observation on June 08th, 2010, the students were tested by doing a roleplay. This oral exam was guided by the teacher. She explained to them how to do the oral
test in advance. This oral test was divided in three parts. In the first part they had to identify
3 illnesses and 3 sicknesses with drawings and to make some advices about it. Then, they
made groups of four classmates. Then, they did the second part of the oral exam. Each

group had to make a picture and an advice for each member in each group, in order to make
a big flash card. At the beginning most of the students did not have clear the instructions,
and they were not doing anything about the topic. The teacher reminded them that they
were in an oral test in order to manage the class and have a organize class. Immediately,
she explained the directions again they must be creative with each situation of illness that
they chose, and of course, practiced the speech a lot. The last part of the exam was to
create a dialogue according to the illness that each group chose. As part of the instruction,
they were not allowed to write the dialogue, they had to do it orally. When the students
were working, being creative and they were practicing a person called the group to go to
the lunch room. It was a shame because they had to stop the oral test and continued it next
day. English teachers have to bring students at lunch because is a school policy. That's not
a matter if the English teacher is applying an oral test. The all group had to go to the
lunchroom and spend the entire lesson if it is necessary. That´s not matter if the students
want to eat. But, it was different with the Spanish subjects such as mathematic, Spanish,
social study and Science, if the teacher was applying a test the students must have to wait
until they finished the exam.
The next observation was held on June 09th, 2010, the students finished the oral text.
During the first group presentation, they had some mistakes in grammar, and pronunciation.
They tried to be creative, and brought implements from home such as aspirins, alcohol and
cell phones in order to have realia.
Related to the second group presentation, they were really shy, and they did not
speak aloud. They made very nice flashcards, and chose the illness but the teacher had to
interrupt them to motivate them to speak loudly. It was pretty hard to understand a word.

After, teacher spoke to them to speed loudly, they made an effort and they did it. The
dialogue was about friends, who were discussing, and the trame was about who could say
more kind of illnesses. It was a nice and quickly presentation. They made similar mistakes
such as grammar, fluency and pronunciation.
During the third group presentation, sometimes, they forgot a word in English and
they said in Spanish. For example, “tengo” means in English “have” or “has” depend on if
they used the subject in singular or plural. On the other hand, the next group was a helpful
group. It is important to mention that, in this group they were closed and they always
helped each other, I remember a girl that most of the time helped the other members of the
group with the pronunciation. They were a real team. They made a dialogue making
questions about kinds of illnesses and what kind the symptoms and advice are related to
each sickness or illness. The last day, this group all the time asked the teacher about
grammar and pronunciation. When, this group had the presentation, they were pretty secure
and they made a very nice job.
Finally, the last group made a dialogue which was pretty original. They brought
posters in order to be clear during the dialogue presentation. The first poster said: “Kevin is
sick he have mosot”. “So Keving were sitted with his celephone.” And her mom said: “
Please, Kevin go back to your bed, remember what the doctor said, if you drink a lot of
liquid, take the pills and eat healthy you will be with your friends very soon.” “So, Kevin
went to other place and they showed the Bedroom” Then, others member of the
presentation started talking about kind of illnesses. The mom said, “Now, I want learn, my
son has.... and I did not at the beginning.” The other said most of the sickness and illness.
This group was pretty creative; they had some mistakes like for example “he have” and the

correct sentence is “he has” The same happened when they said “Kevin go” and they have
to say the verb in simple form “Kevin goes” they had pronunciation problems, too.
In an observation held on August 12th, 2010, the students had the opportunity to
accomplish an activity to assess reading production by using the inclusion of strategies.
First, the teacher asked for grouping in six teams of four because two students were absent
so they matched well. The teacher assigned each student the group in order to put the low
level students, the average students and the higher level students. Teacher wrote on the
board the aspects for their jobs because the inclusion strategy idea is to explain each detail
before to make the activity in order to make clear and understable to all the students‟ levels
on the classroom. The following information were the directions of the lesson activity.
1. Leader: A high level student should be the leader, a student who manages the
group activity and gives the corresponding work to each member.
2. Assistant: The assistant students should help the rest of the group work.
3. Worker report: a student who take a report of all the members of the group in
order to have a record of their works.
The teacher motivated them that all the integrants must work and participate in the
activity for the same goal that is having the activity well done. She wrote and explained the
all instructions until no one had any question. As pre-reading, each group had to match an
useful vocabulary with their pictures. Then, the teacher chose some students to say the
vocabulary and the rest of the students should repite the same word in order to identify the
vocabulary and to identify pronunciation. Each group should read a different short text
related to kinds of celebrations and holidays in Costa Rica and around the world.

During the while reading, they had to find out: If the reading is a celebration or a
holiday? What is the name of the celebration or the holiday?, What is the date of the
celebration or holiday?, Where is it celebrating? And What kind of activities do they make
during the celebration? Then, they must make a drawing in a construction paper. The
drawing was used when they had to explain the celebration to the rest of the group.
During the post-reading, they had to make an presentation about their celebration
that they read by using the drawing as a flashcard, the previous information that each group
had to find from the lecture helped them to explain their celebrations or Holliday to the rest
of the class. They had to write all the information in construction papers, the instruction
said “¨Be creative and be original” because they should make a mural with all the
celebrations.
The students‟ behaviors were acceptable during all process of the activity. The
instructions were clear enough for all the learners. The idea to mix the levels of learning to
help to all the students, the higher, the average and the low level of students worked
excellent and they integrated the group in a successful way. They did not have any problem
with the identification of the vocabulary. They felt comfortable and most of the time the
leaders and assistants could help very well the rest of the members of each group. They
brought in advance the materials. The teacher was monitoring each group and she gave
them feedback in order to help students to acquire their English as well is it possible.
When the students were presenting their oral activity, the teacher was assessing
them by using a sheet based on Mix Ability Class Assessments strategies for reading
(see annex # 2) to check the way the teacher assessed the student in this reading activity.

In this activity the grades were the ones in the following table and graph.
MIX ABILITY READING CLASS ASSESSMENTS STRATEGIES FOR THE
ACTIVITY.
Table 2
Grades
100
97
95
92
89
85
83
79
67

Students

Total

27

2
5
6
2
6
2
1
1
2

Percentages

7%
19%
22%
7%
22%
7%
4%
4%
7%
100%

In that information it was seen that just form students that represent the seven
percent (7 %) of the group passed the first oral test. Any student did not fail in the oral
evaluation part. The all activity took less than 40 minutes to be done. Contrary to the oral
test they had on June 09th, which they spent more than one lesson to make all the
presentations. In this presentation test the one hundred percentages (100%) of the groups

did in a lesson. Students had to improve in some areas as in reading comprehension,
vocabulary, pronunciation, fluency and grammar. The objective was to have a reading
comprehension production and they did it successfully, thanks that working in groups in
which they took in account students levels in order to avoid frequent challenges throughout
the feedback they got form other students. The students were able to build sentences like:
1. My topic is the Children´s Day celebration.
2. This celebration is on September 09th.
3. This celebration honors all the children on the world.
4. During the celebration I know the duties and rights of the children.
5.

The Costa Rican´ schools sometimes make small party.

6. The activities are music, traditional games and dancing music.
7. Mom makes delicious food and gives me a gift.
8. Children eat cake, candies and ice- creams at the school.
9. The clowns are very nice.
10. This is a happy day to me.
The teacher gave to the students‟ feedback during all the activity process. Actually,
from the beginning the teacher gave them feedback about learning the process and it
included a self- evaluation in order to assess them. (See annex # 3). The students must fill a
sheet in order to find out their progress during the activity. Some simple questions to know

if they understand the topic assigned. In the first question they took an active participation,
the students were creating and pretty active.
On the second question, most of students found it easy, just three students found it
difficult. The third question all the students found new vocabulary through reading. Four
questions they had many kinds of answers we will explain more with the graphic. The last
question, all the students agreed that it is better to work in group because they could share
knowledge.

Table 3
Mix Abilities Class Reading Assessment Strategies
Areas,
August 12th, 2010.

Areas
Reading Comprehension
Grammar
Fluency
Pronunciation
Total

Students' Choices

5
6
7
8

26

Percentages

19%
23%
27%
31%
100%

Mix Abilities Class Reading Assessment Strategies

Source: Observtion held, August 12th,2010
It is important to add that the thirty one percent (31%) of the class checked that they
needed to improve their pronunciation. The twenty seven percent (27%) checked that they
need help in fluency when they speak in the target language. Further, the twenty three
(23%) needed help in grammar and the nineteen percent (19%) checked they need to
improve in reading comprehension. After doing the self- evaluation, the students did the
group´s evaluation. (See annex # 4). They did it in group. All the members of the groups
worked together in the job assigned the four groups choice #5 means “they work well
together.” The other two groups marked number 3. On the question number two (2) they
marked number# 5 because all of them used the very well the materials. , if they stayed on
task five (5) groups marked #5 and just one marked #4. According to the last one, they
should share because they marked 5 and they identify this value into the all activity.
Thanks to the methodology that the teacher applied in the lesson, during all the class
students were motivated to learn and to participate on all activity. They worked excellent
with the rest of each group. They worked very nice together. Teacher used direct method

and she could look for inclusion strategies in which contempt mix abilities on the
classroom.
If they worked with their peers in a group they could also worked for levels in order
to put the highest, the averages and the low level together. The production could be with
less difficulty for the low level groups to the rest of the group level. An option could be
make the low level to find just the name and the date of the celebration. And what they are
honoring. And, for the oral part they made a list of the activities without sentences. After
the activities, they could make a reflective game such as who wants to be millionaire in
which depends of what number of the question they should answer a hard one and could
have more money for the right answer.
Linked to the evaluation, they got assessed by the current Ministry of Public
Education evaluation, the students got very low grades, in the other positive way, the
reading acquisition could help in all the skills depends of the strategies that teacher shows.
The mix ability inclusion strategies helped the students a lot. The instructions were clear.
They shared knowledge with the group member and with. Also, they could have feedback.
They worked very enthusiastic and they motivated each other as a real team. It is very
important that they found values such as responsibility, respect for the others‟ opinions,
share materials and knowledge. Another value, it is when they had to fill the selfassessment because they were pretty honest.

4.2 INFORMATION FROM THE STUDENTS.
This information was gathered on August 16th, 2010 at Ricardo Jimenez Oreamuno
Public Primary School with the section 4-1 to collect information about the English class

and the students‟ point of view about it (see annex #5). Also, there were twenty six
students in the class. The personal information was confidential and of course all the
information was reliable. It was a questionnaire based on eleven questions.
The following information is about a questionnaire is for getting information to
develop and analyze based on the reading in the English teaching class to strengthen the
achievement of the second language.
The students were really interesting when they knew that the information will help
to develop the thesis project in order to look what it is the path or their opinions about the
English lessons.

4.2.1 ENGLISH AS EASY LANGUAGE.

Table 4
English as Easy Language,
August 16th, 2010.
Choices
Strongly Agree
Agree
Disagree
Strongly Disagree
Total

Students
8
15
2
1
26

Porcentages
31%
58%
8%
3%
100%

The question one asked if students from 4-1 think learning English is easy. The
bigger number of students, the fifty eight percent (58%) chose agrees. Then, there was a
thirty one percent (31%) that select strongly agree in the questionnaire. Then, the rest
eleven percent (11%) was divided into seven percent (7%) disagree and the four percent
(4%) strongly disagree English is easy in the questionnaire.

4.2.2. SKILL PREFERENCES.

Table 5
English as Skill Preferences,
August 16th, 2010

Choices
Listening
Speaking
Reading
Writing
Total

Students
9
3
6
8

26

Porcentages

35%
11%
23%
31%
100%

In question number two, the students were questioned about telling which skill is
easier to learn English. The answers varied, the thirty five percent (35%) prefer listening as
the easier way to learn English. The Talking about writing skill, the thirty one percent
(31%) choose it as the second skill that is easy to learn English. Then, reading, it is the
twenty three percent (23%) which represents the students chose in this question. Speaking
represents the eleven percent (11%) in the students‟ selection in relation with the easiest
ability to learn English.

4.2.3 NEW VOCABULARY BY READING ACTIVITIES.

Table 6
New Vocabulary through Reading,
August 16th, 2010
Choices

Students

Porcentages

Always

Never

14
8
4
0

Total

26

54%
31%
11%
0%
100%

Sometimes
Regularly

Along with question number three, the students‟ opinions were about if they learned
new vocabulary through reading. The fifty four percent (54%) corresponded to fourteen
students. The thirty one percent (31%) chosen that sometimes they learned new vocabulary
through reading. Their last choice was regularly, eleven percent (11%) that represented
three students judge if through reading they learned new vocabulary.

4.2.4 FEELINGS THROUGH READING.

Table 7
Feelings through Reading Evaluation,
August 16th, 2010

Choices

Students

Porcentages

Nervous

Happy

8
11
6
1

Total

26

31%
42%
23%
4%
100%

Self-confident
Anxious

Regarding to the question number four the pupils were asked for their feeling
when they had a reading comprehension evaluation. The forty two percent (42%) of
students felt nervous. Another choice was anxious with the twenty three percent (23%) of
students‟ selection.

On the other hand, the thirty one percent (31%) felt self-confident

through a reading comprehension evaluation. And just four percent (4%) experienced
happiness.

4.2.5. BRIEF EXPLANATION BEFORE A READING ACTIVITY.
Table 8

Brief Explanation Before,
August 16th, 2010
Students Choices
Always
Sometimes
Regularly
Never

Students

Total

26

14
11
1
0

Percentages

54%
42%
4%
0%
100%

In conjunction with question number five about students‟ preference with a concise
explanation before a reading activity, the participants‟ choices were fifty four percent
(54%), the forty -two percent(42%) and finally, four percent (4%); it means regularly.

4.2.6 PRE-READING ACTIVITIES.
Table 9
Pre- reading Activities,

August 16th, 2010
Students
Choices

Students

Never

3
16
6
1

Total

26

Always
Sometimes
Regularly

Percentages

12%
62%
23%
4%
100%

In question number six, the sixty two percent (62%) always preferred to have if they
had pre-reading activities before reading. Next in the students choices was sometimes with
twenty three percent (23%). Twelve percent (12%)chose that they regurlaly had prereading. Jus one student chose never, which represented four percent (4%)of the graphic
above.

4.2.7 FEEDBACK.
Table 10
Feedback after Reading,

August 16th, 2010
Students
Choices
Always

Students
10

Percentages
38%

Sometimes

11

42%

Regularly

5

19%

Never

0

0%

Total

26

100%

Respecting to receiving feedback after reading the forty two percent (42%) optioned
sometimes, the thirty nine (32%) chose always and finally the nineteen percent (19%) that
means regularly in this question.

4.2.8 MOTIVATION THROUGH READING.
Table 11

Motivation through Reading,
August 16th, 2010

Students
Choices

Students

No

16
10

Total

26

Yes

Percentages

62%
38%
100%

Talking about motivation, sixteen students, representing sixty two percent (62%)
believed that reading motivated each of them with the topics being studied. On the other
hand, thirty eight percent (38%) did not think that reading activities could motivate them.

4.2.9 VALUES.
Table 12

Students

Percentages

Motivation
Reading,

through

Students
Choices
No

25
1

Total

26

Yes

96%
4%
100%

August 16th, 2010.

Respecting values in the course of readings almost all the students, the ninety six
percent (96%) believed that they could learn values. Just one student chose no that
represents fourth percent (4%).

4.2.10

BETTER STUDENT.

Table 13
Better Student,
August 16th, 2010.

Students
Choices

Students

No

24
2

Total

26

Yes

Percentages

92%
8%
100%

Two students‟ choice was not as the answer of the question if during the learning
process of English as a second language reading helps them to be a better student, the
ninety two percent (92%) considered that reading helps them to be better students. The
students chose no were the eight percent (8%).

4.2.11

READING A USEFUL SKILL.

Table 14
Reading a Useful Skill,
August 16th, 2010.

Students
Choices
Strongly Agree

Students
14

54%

Agree

10

38%

Disagree
Strongly
Disagree

2

8%

Total

26

0

Percentages

0%
100%

At the end, students answered if they thought readings are useful to acquire English
and the fifty four percent (54%) marked strongly agree, the thirty eight percent (38%) agree
and finally, the eight percent (8%) disagree. Any of the participants choose strongly
disagree as an option on this question.

4.3 INFORMATION FROM THE TEACHERS.
The following information was gathered from different people, five teachers from
different educational institutions get valuable information to this project.

All the

information collected has a confidential characteristic, they were asked to contribute with
their knowledge and experience to develop nine questions (see annex # 6) based on the
Reading in the English teaching class to strengthen the acquisition of the language, and
also, about the strategies to give classes and to teach their students.

4.3.1 YEARS OF WORKING.
Five teachers were interviewed in different time. Relation to the first question the
teachers were asked for how long they have been working as teacher. The firs teacher said
that she had fourteen years in the teaching labor. The second teacher said that she has been
in that job for about ten years. The third teacher answered that she has been in this job for
seven years. Continuing with the question of how long they have been working, the fourth
teacher answered she had seven years of working as teacher, too.

Finally, the fifth

professor has been working just three years in this field.

4.3.2 JOB EXPERIENCES.
According to the second question subject the teachers were questioned about their
previous job experiences. The first teacher said that she started in the Kids Garden
Anthonian School private primary school, there she taught literature and writing to fifth
levels. Now, she has been working in a public school in San Rafael Cartago for fourteen
years.

Regarding to the previous job experience for the second teacher was large. He
worked as II cycle teacher for three years, and then he went to United Stated of America in
a teacher program for three years. After that, he came back to Costa Rica and he changed
the career to English teacher, during that time, he got his majoring an English teacher
degree. He taught in different private institutions in English conversational courses. This
teacher has been working as an English teacher for eight years. , and the two last years, he
has been working with both the Ministry of Education (MEP) in a public secondary school,
and the instituto Nacional de Aprendizaje (INA) teaching conversational English at night
schedule.
Related to the job experience the third teacher said that she has been working in
many private institutions in San Jose and Cartago all the time. For two years, she worked
at the Saint Edward Secondary School. Then, she switched to a Call Center in the San
Pedro Mall for one and half year. Nevertheless, the private Miravalle Biligual School called
her to work in two thousand three (2003) to work with literature and oral classes with
different grade levels. This year, she is working with third grade.
The fourth teacher had been working with public schools for seven years. Before,
the Pitahaya public school, she just worked in one school named Pitahayas public School
for two years. Right now, she has been working in the Pitahaya School for five years.
This teacher has been teaching all the levels from first to sixth grade since she started at this
school because she is the only teacher at there. The teacher said it was a pretty small school
but too many levels to an English teacher. This school is waiting that the Ministry of Public
Education ep sends another English teacher.

The last teacher had been working for fourteen years as an English teacher in Los
Angeles public primary school in Cartago down town. When she answered the question
number two about her job experiences, she said:“My job experiences have been excellent
because working with children and sharing a lot of good and not really good moments with
a lot of learners, I could say is the best for me.” This teacher was so proud to be an English
teacher.

4.3.3 CLEAR DIRECTIONS IN READING ACTIVITIES.
The first teacher answered her do listening, grammar, reading, and writing and
speaking activities, all depends the grade that she has to teach because if a teacher has to
teach first grade this teacher should focus in speaking and listening skills. Usually, this
teacher likes to use oral instructions before the activities such as role-plays, reading
comprehension exercises, listening conversations, grammar games.
According to the second teacher she most of the time writes the instruction on the
board including the time that the students have to spend to finish at time, and then, she
explains the directions. She also asks a volunteer to explain orally, what are the steps of the
activities about it. This teacher said if I am working with the older groups, they should look
for specific details from the text; the level of the reading comprehension is harder than the
other levels. For example, they should read text and complete or answer some questions
related to the text.
Connected to the question number four, the third teacher said that she uses books in
which included reading comprehension activities. The book has the explanation on the
book and she just gives an explanation if it is necessary.

Talking about clear directions on reading activities the fourth teacher said that it was
very necessary to each English lesson class. She said that sometimes she expend more than
ten minutes being clear to the learners because when the students do not have clear
instructions they made many mistakes or lost the activity interest. She said that she tried to
make small activities in order to finish the activity at the same lesson because when they
had to do it in another lesson she had to explain the directions a little bit more.
The fifth teacher said that her instructions are as clear as all students understand.
Sometimes, she wrote the directions and also, she explained orally all depending on the
objective of the activity and the abilities they are improving at that lesson. Most of the time,
she tried that her students improve their skills as much it is possible.

4.3.4 KIND OF READING STRATEGIES.
In this part the question is regarding to the strategies use. Two of the teachers said
that they did the following strategies manipulation of the script of the English language,
identify traits in an oral form, and apply conversations, games, dialogues and written
practices depending of the unit. These teachers agree in II cycle levels students should
implement their reading and writing skills.
The third teacher used button up and down, the scanning center and skimming, jig
saw reading, predictions because the guide teacher book gave her all the strategies that she
could use in literature class. Each reading the students should do have a specific strategy
tools and this made easier the way students achieved English.
The fourth teacher said that strategies for fourth grades have to be simple as it is
possible because the students had had being a transition from I to II cycle. In first cycle

students matter were listening and speaking but when they were in II cycle they pretended
to continue with the same kind of lesson activities. She tried to improve more than one
skill at the same time. Moreover, the teacher should analyze if the reading has the level
that the learners need and of course, if it could catch students interest.
The last teacher said that one of the strategies she used is bottom up methodology,
teaching symbols, grapheme- phoneme correspondences, syllables, and lexical recognition
first, and then comprehension would be derived from the sum of the parts little by little
until they passed to another level of the same grade. Also, she tried to put students with
some curricular difficulty with other students that they could help them.

4.3.5 READING TO IMPROVE KNOWLEDGE.
Along with the fifth question, the entire teachers answered about if they used
reading to improve learners‟ knowledge. The answer was yes because through reading
students improve vocabulary, pronunciation, reading comprehension and of course they
could integrate all the skills in order to learn English.
The first teacher said many of varied activities, warm ups and practices. Also, they
could have debates and the learners could make dialogue as post- reading activity. The
second teacher said she used interactive processing in which students learnt from their pre
knowledge of life and of course, the students generated vocabulary and sentences. They
could do puzzle solving, cooperative and collaborative activities, too.
The third teacher said that through literature is the best way to improve in English
in the learners. For example, the organization of structures such as the dictionary use where
the students underlined words and then tried to figure out the meaning of the words based

on the context. Also, the students could find main ideas or specific details through readings
and get their knowledge as much as the students read in the class and out the class.
The fourth teacher used music in class, they listened and read songs in a competition
in order to get as much is possible the vocabulary from the songs. Sometimes, a volunteer
should read a piece of the reading to the class and teacher asked about the reading and
interchanging information among the students in the class.
The fifth teacher said most of the students loved group works and the students could
work just with a partner, for that reason most of the time she made reading group activities.
For example, an activity could be that the groups had the same readings and they should
answer reading comprehension and the other kind of activity could be that each group had
different reading about the same topic and then, each group should make presentation to
their reading.

4.3.6 STUDENTS’ ATTITUDE.
Table 15
Teacher Opinion of Students’ Attitude,
August, 2010.

Choices
Anxious
Nerveous
Extressed
Relaxed

Teachers
1
1
3
2

Talking about students‟ attitude during the reading lesson, and how anxious,
nervous, stressed or relaxed the learners looked like. The teachers said that that anxious and
nervous are each of these attitude the fourteen percent (14%) of the teachers‟ opinions. The
forty three (43%) percent of their students are stressed; and the last twenty nine (29%)
percent are relaxed during the reading lessons.
For the first teacher, her answer was that learners usually were anxious specially
when there were different levels in the class work because some of the classmates
understand readings better than others and for that reason high level of students provoke
anxiety among the lowers because students that has less problem on the acquisition of
English were rude and that make to feel anxious and stressful.

The second teacher said about the students‟ attitude when they are reading that most
of the time students are anxious or nervous when they do not pay attention to her directions,
on the other hand, some students are self-confidence and some of the students are stressful
depend of the activity and how she explained it.
The third teacher answered that students are normal why normal because in an
English class is ok to see students that they did get very good the activity meaning so they
looked anxious on some way the students looked stress when they have to read or to answer
reading comprehensions. This teacher said that most of the time the students had readings
from books so they just had to focus on the lesson and everything go gently on the class.
The fourth and fifth teachers had asked for the students‟ attitude during the reading
process and she said as an English teacher they should take in account that of course they
were anxious and nervous because it is a second language but teacher should help students
to feel comfortable on this second language and help them with their attitudes. She believed
that teachers should motivate students to improve their knowledge by using different
strategies of reading and mixing the skills.
The fifth teacher said: “I explained until I was sure the all the students understand
what they have to do in the pre-reading, while reading and after reading. She said my
students really enjoyed the readings.” She could say that they were relaxed in a reading
lesson.

4.3.7 INCLUSION STRATEGY.
In the last question the teachers were requested if they had heard about inclusion
strategies. Forty percent (40%) said they know about it and the sixty percent (60%) said

they did not hear about. The first and the last teachers answered yes, they heard and know
what inclusion strategies to English classes are.
The first teacher said this is a kind of approach in which the teacher should think
carefully about the levels that she is teaching but at the same time she had to pay close
attention to the low and high level at the same classroom. Teacher could use different
strategies with different groups. For example, the low level should just look for new
vocabulary but the highest English levels should look for vocabulary and make some
questions. Also, students could work in mix groups in which the high levels students help
the lower students in a cooperative way.
The second, third and fourth teachers never heard about this kind of strategy. They
assumed that inclusion could be the way we taught English to the students. The second
teacher said: “to be honest”: “I do not have an idea what is inclusion strategy means.” The
Third teacher said: “maybe I study but I do not remember right now.” And the fourth
teacher said: “it is not part of the English program, isn‟t it? This is what I know because I
never heard about it.”
The fifth teacher she said: “yes of course, I know what inclusion is.

This is

something like mix classroom strategies and reflective lesson activities. Teachers should
work thinking about students‟ skills development.” Further, teachers ought to plan thinking
in each member of the classroom and identify the students‟ levels in order to make the
activities.

CHAPTER V
CONCLUSIONS
AND
RECOMMENDATIONS

5.1. CONCLUSIONS.
The conclusions of this project end in many answers to the questions formulated at
the beginning about the problem that this research paper addressed when people reading.
The results show that it is better to use reading in the English teaching class to strengthen
the acquisition of the second language in the section 4-1. The conclusions are based on the
objectives and throughout all the investigation are the following:
1. The methodology applied in the English class was directed by the teacher. The
students found to build their own learning. Students sited s in three pairs of lines
and each students have the own sit, so any could change to other places until
teacher demanded to do it. The Teacher use communicative approach where she
introduces the topic by using rule out English language and she tried to avoid
Spanish but sometimes it was hard.

Further, the teacher all the time

remembered the students the discipline rules and the good behaviors because
some students did not have good behaviors and they just started talking in
Spanish. For example: “It is sunny”, or “May I stand up?” Those kinds of
questions they had been learning since the first grade but they do not push
themselves to say then in English.
2. The group was big they were twenty-six students and seven of the students have
curricular disabilities but the teacher used the same plan to all of them. Those
students were shy and had low self-confidence. Most of the students did not
have any problems and other students had economic support from the IMAS and
institution from the government that help students with economic situations.

According with the teacher those students took their money to use it in other
things and they did not bring at least pencil or scissors or all those things that
should have brought in the pencil case. They did not have family support either.
3. Also, some factors affect the development of the class like the age of the
students, they are in a transition of being little children in the school as part of I
cycle, and on the other hand, just this year, they started being part of the II
cycle, which it represents that now they are part of the oldest of the school.
Their behaviors some time are not the best and the ways that they want to cash
the attention make a mess. Other students are old to be in fourth grade.
Sometimes, the students are totally lost because they do not know much about
reading comprehension and writing activities because from first to the third
grade the English lesson must used just the listening and reading skills.
4. Another factor that affects the students‟ learning is the short time that they have
in English lessons. The policies of public Education said the students should
have forty minutes each day from Monday to Friday. And in the real schedule
they get three days during the week the English teacher should send the students
to the lunchroom and they almost spend the lesson there. Also, the activities
should be pretty short. Sometimes, the teacher should explain the strategies
more than twice If the teacher should explained many time he activity will use
more lessons to conclude it, the teacher should review the strategies again.
5. The person in charge of the English class in fourth grade does have much
experience to handle different kind of people to find readings to all the tastes.

Teachers not only have to know how to teach but also they how to treat students
in this group most of them think the teacher is their mother and not their English
teacher. The teacher should switch everything that is affecting the student‟s
learning process, for that reason use of readings to improve knowledge help the
learning acquisition. The higher numbers of students like to study and they
want to learn English. Actually, most of them are good at the moment of
presenting speeches, because they are involved in the English class.

Most of

the teacher tried to give them clear instructions in order to avoid the Spanish
usage. Even though they use Spanish, the teacher encourages them to switch to
the target language and they do it.

The learners in the section 4-1 at Ricardo

Jimenez Primary School started reading to improve their English knowledge.
6. Talking about students‟ preferences with a brief explanation before a reading
activity, the learners prefer to have a clear explanation before a reading activity.
The students really like pre-reading activities before reading. They felt less
nervous and anxious when they have clear explanation. They are stressfull when
they are not sure that they understand very well.
7. Teachers in the interview described students attitude in a reading lesson like too

much stressfull and anxious. Students were not very well prepare because they
did not have clear instructions, or pre-readings before they read, because when
they did not have pre-reading they less confortable through a reading activity.
Teachers used music in class; they listened and read songs in a competition in
order to get as much as possible the vocabulary from the songs. The teacher said
students loved group works. The majority of the teachers in the interview tried

to make different kinds of activity. N That means the instructions should be
explained clearer enough. The students need further explanation to understand
each reading activity.
8.

The students‟ motivation is the key the learning. The students need motivation
because lack of motivation is it the biggest obstacle teachers faced. The results
were that the bigger number of students choice had been motivated through
readings. On the other hand, it is important to take in account that ten students‟
chose were not being motivated through reading. Teachers should look for
different reading strategies to have the entire class motivate to learn English.
Behavioral problems in the classroom often or always seem to be linked to the
lack of motivation. Intelligent students are often out-performed by less bright
students with high motivation. If a child is motivated enough, he or she can
accomplish learning.

In relation to the values that the students could get

through reading classes, almost all the students said that they learnt cooperation,
collaboration, and others. The learners achieve values in individual and group
activities. Readings can help learners to learn values.
9. Students like more work in groups than individually. They told that in any skill
activity they got more knowledge working in groups. In fact, some students said
that they were more self-confident when they had to apply a reading assessment
in group. Throughout the class work did in class, it is seen that students‟
reading comprehension was improved and the learners were much focused
because they were working in pairs or with more classmates as group jobs.

Actually, most of the students agreed that working in group gave a hand them to
be better students.
10. Another important detail is that the students say that they feel so scared to be in
front of the class, assessing the oral part. They said that maybe the teacher
should change the way to assess them because sometimes learners knew the
topic but they were worry about the way teacher was writing the test observation
that they forgot everything and simply like that do not express what they want to
say. So, for that reason they started to speak more Spanish than English for a
moment the teacher lost the control of the class. Moreover, the students had to
do the presentation without to be ready. Most of the students had grammar,
pronunciation and fluency problems.

Some of the students did not say a

sentence about the topic had been studied. They just said incomplete sentences
with teacher helped. Some of the students were confused because the teacher
instructions were to include illness and sadness as they studied but some of the
students did not bring the English notebook or the English notebooks were
incomplete. At the end, most of them did not have good grade in their tests. In
this point, the position of the teacher should be explain and explain in order to
catch the attention of the students. The result of the tests should be much better.
11. Along with the analysis of the mix ability inclusion strategies help to know if
the helps the students to learn a lot. Actually, at the beginning of the activity the
instructions were clear enough for all the learners, the directions gave to each
member of the group a specific role into the group. They worked in groups
choosing by the teacher. The teacher mixed the class according to the low,

middle and high English level. Having the opportunity to do the test by using
the inclusion strategy made the students presentation successfully and the results
were much better than the last test and with excellent grades.
12. The students could share knowledge with their members of the group and from
other groups they could have feedback including the teacher feedbacks. They
worked very enthusiastic and they motivated each other as a really team. Very
important they found values such as responsibility, respect for the other
opinions, they shared materials and knowledge. Another value is when they had
to fill the self-assess, they were pretty honest.
13. The objective of this method was the use of the topics to develop the groups‟
work and the application of knowledge according to the English level. The
objective was reached. Students look confident and active in each step of the
job. Part of the inclusion strategy was teaching students to have responsibilities
as a member of a group in order to have a successful team work. The students
felt comfortable working with inclusion strategies, helping others without any
oppression of the students and they could communicate better in English.
14. Most of the students said that through reading they acquire English. Also, they
said they did not use a lot of readings because maybe teacher did not have time
to look for good reading activities. Actually, they agreed that forty minutes is
not enough, but it is what they had had. Most of the students felt bored. In fact,
most of the students were not conscious the importance to learn English in
nowadays. Thanks to the methodology that the teacher applied in the lesson,

during all the class students were motivated to learn and to participate on all
activity. They work excellent with the rest of each group. The teacher used
communicative method and she could look for inclusion strategies in which
mixed abilities on the classroom. Nor less important many teachers did not hear
about the reading inclusion strategy as a technique to have success with the
acquisition of English throughout reading,
15. To answer the question that was formulated at the beginning of this research that
was analyzing the way reading could reinforce the acquisition of the second
language English for fourth grades. It is easy now to find out the solution for
the problem of the project after the research because the information gathered
show that the group work gave students better results. They learn from readings
and its inclusion strategies could be a good technique to apply in English classes
to be sucessful.

5.2 RECOMMENDATIONS.
In this project about analyzing the reading in the English teaching class to
strengthen the acquisition of English as a second language for the section four-one, The
recommendations are based on the increase of a better educational system to give students
better gears for their upcoming.
They are the following:

1. It is necessary a change in the methodology of teaching English class by
using readings and strategies that could help and support the students to get
language acquisition. The change must be done to insert reading activities
held in the class. Teacher should be sure that all the learners are comfortable
enough to avoid stress and anxious in English. If the learners have selfconfidence, they will read better and work pleased and passionate in order to
increase their English language achievement.
2. Another advice is that the students should work in a very nice class
environment; they should achieve better in a very active way if the teacher
make levels according with the achievement of the skills in their individual
levels of get knowledge. As a recommendation the teacher should take in
account the students‟ level of English to work in groups. They should have
clear that working in group levels give the students the opportunity to get the
goal in each level. If students know that their partners have the same level
of English, they could improve his or her abilities because they feel self
confident than working with classmates that sometimes make fun about his
or her mistakes in grammar, pronunciation or fluency
3. Another important recommendation is about using part of the instructions by
using the inclusion strategies. Teachers should find techniques to help out
the students to knowledge success in the classroom in which every other
child of their age is positioned. Usually, teachers have mixed ability class in
which there is a very clear difference. Those students have different levels
on their abilities in the receptive and productive skills, and also; in their

learning style. Adding to that they presented differences in their background
knowledge and finally in their levels of motivation. The inclusion is very
important because it represents progress toward meeting the diverse needs of
students. The teachers can promote this learning by assisting students in
exploring how they learn while they are reading.
4. An essential suggestion is that cooperative approach in which students learn
in team works. In fact the observation showed how students to work in
groups because the cooperation will increase. Also the students will use
more the English language and of course the students will get higher grades
in their English grades.
5. As a recommendation, teachers believe that the students should learn
literature and oral skills as different subjects to students from fourth to six
grades because teachers say that nowadays exit academic and oral English
lessons in different high schools and there are big differences between the
elementary schools and high schools and students need to be more prepare in
elementary schools.
6. Finally, all the previous recommendations are oriented to the application of
reading lessons by reading techniques as inclusion strategies like a
methodology.

Being this technique the key for solving the problem in

schools which is mainly that the students do not reading in English and of
course they are not having good acquisition on English as a second
language.

Affirmantion book. Chapter # 5. Armstrona, 1994
Asher, James,PhD “Learning Another Language through Actions: the Complete Teacher‟s
Guide book. Sky oaks Productions, Inc 2000.
Barrantes Rodrigo Investigacion. Un camino al conocimiento. Un enfoque cualitatio y
cuantitativo. 14. Reimpr. De la 1ed. EUNED. San Jose, C.R., 2008.
Brown and Trathen, 1996.CAA Centre, Dr. Judith Irvin, June,1999
Chaves, Yamileth. Interdisciplinary Approach From Reading through Cross-Curriculum
Strategies Course, English Advisor, 2005
Ministerio de Educación Pública. Programa de Ingles I y II Ciclos.Costa Rica, 2005.
Ministerio de Educación Pública. Programa de Ingles I y II Ciclos.Costa Rica, 2007.
González, L.F. Historia de la Instrucción Publica en Costa Rica San José Editorial, 1978
Goodman, K. Language and Literature. London Routledge and Kegan, 1982
Hanlon, “Guidelines for Rading and Analyzing Literature.” 2006 Ferrum College
Hansson, Gunnar Reading and Understand Literature. New Yor: Center for the learning
and teaching of literature, 1990.
Holt, Rinehart and Winston Element of Literature, 1997
Kearns, Donna Dr. University Central Oklahoma, Element of Literature, pp 35, 1997
Krashen, 1991 (Krashen, S and Dr. Bribor on course “Sheltered Subject Matter Teaching”
Cross Currents 18/1991)
Krashen, S. Element of Literature, 1997
Kutiper, Karen Dr. Element of Literature,1997
Kyleen Beers, 2010
Lagarretta, D “The Effects of Program Models on Language Acquisition by Spanish
Speaking Children” TESOL Quarterly 8(1979) pp 521-576
Lemenber, Erick Psycholinguist.
Littlewood, W.T. Communicative Language Teaching. Cambridge University Press,2000.
Michael Sturgeon.Nuttall, Christine pp 16-17. 1996.Oxford, R. Techniques and Principles
in Language Oxford University Press. 2000
Probst Robert Author, Element of Literature, 1997
Richards, Jack and Rodgers. Approaches and Methods in Language Teaching.
Cambridge,London 2000 pp.67,1990

Smith, F. Understanding Reading. 5th edition. Hillsdale, NJ Erbaum, 1994
Tomasello, M., Origins of Human communication, MIT Press.200
Whitman, Walt. Poem, Element of Literature,1997
Writing Center 1. November 2009.
Zeise, Ann Bookmark Ato Z homes cool reading less article 06-08-1999.

WEB SITES BIBLIOGRAPHY.
<<Htp // ww.ferrum.edu/thanlon/stuudy/Litguide.htm>.>.
Htp// www.Bussiness Dictionary. Com
http//homeschooling.gomilpitas.com/materials/Amasonbooks.htm.Randon
House Webster‟s Dictionary, third Edition
htp//www.MEP.cr.co
www.constructivism.learn.com
www.aplaceispace.net/candyRudhyar.html

ANNEX # 1

NOMBREDEL
ESTUDIANTE:___________________________________________________
ESCUELA:_______________________________________________________
FECHA:__________________

GRADE:______________________

25 PUNTOS/ 15%

First
Observat
ion 25%

STUDENT'S NAME

A/5

details
B/5

Second
Percent
age
25%

C/ D E/ Tot
5 /5 5 al

1
2
3
4

Observation Aspects:
A= Aporta los materiales
B= Desarrolla las tareas en el tiempo establecido
C= Sigue instrucciones dadas en el idioma meta
D= Se integra a las actividades sobre el tema que se desarrolla
E= Usa las expresiones cotidianas y las del tema del momento en el idioma

Grad
e

ANNEX # 2
The Mix ability class assessment.
STUDENT’S NAME:____________________________________________
DATE:________________________________________________________
TOPIC__________________________ GROUP LEVEL____________
1. Did I take an active part?
( ) Yes

( )No

2. How I found the activity?
( ) Difficult

( ) easy

3. Could I learn new vocabulary on the reading text?
( ) Yes

( ) No

4. What do you need to improve?
( ) reading comprehension

( ) fluency

( ) pronunciation

( ) grammar

5. Did I work well together?
( ) Always

( ) sometime

( ) never

ANNEX # 3
Questionnaire for Students
The following questionnaire is for getting information to develop an analysis based
on the Reading in the English Teaching Class to Reinforce the Acquisition of the Second
Language: English for a thesis project in the Universidad Magister. Therefore, I
respectfully request you fill out this survey, which will provide useful information in order
to analyze the way reading could help students to acquire English.

Thanks for your

cooperation.
It consists of 11 questions
Mark an X in the information requested.
1. Do you think English as a second language is easy?
( ) Strongly Agree
( ) Agree
( ) Disagree
( ) Strongly Disagree
2. What skill do you think is easier to learn English?
( ) Speaking
( ) Listening
( ) Writing
( ) Reading

3. Every time that you have to read, do you learn new vocabulary throughout reading?

( ) Always
( ) Sometimes
( ) regularly
( ) Never
4. How do you feel when you have a reading comprehension evaluation?
( ) nervous
( ) self-confident
( ) anxious
( ) happy
5. Do you prefer have a brief explanation before a reading activity?
( ) Always
( ) Sometimes
( ) regularly
( ) Never
6. Do you have pre- reading activity before reading activity?
( ) Always
( ) Sometimes
( ) regularly
( ) Never

7. Do you have feedback after reading?
( ) Always

( ) Sometimes
( ) regularly
( ) Never
8. Do you think reading makes you feel motivated about the topic that you have being
studied?
( ) Yes
( ) No
9. Do you learn values through readings?
( ) Yes
( ) No
10. During the learning process of English as a second language, reading makes you
easier the process of learning?
( ) Yes
( ) No
11. Do you think readings are useful to acquire English?
( ) Strongly Agree
( ) Agree
( ) Disagree
( ) Strongly Disagree

ANNEX # 4

Interview for English Teachers.

Thanks for helping with this information. The following questionnaire is for getting
information to develop an analysis based on the Reading in the English Teaching Class to
Reinforce the Acquisition of the Second Language: English for a thesis project in the
Universidad Magister. Therefore, I respectfully request you fill out this survey, which will
provide useful information in order to analyze the way reading could help students to
acquire English.
1. How long have been working as a teacher?
2. Could you explain to me a little bit about your previous job experiences?
3. Could you give clear directions of what kind of reading activities you use in the
English classes?
4. What kind of reading strategies do you use in fourth grades students?
5. Do you use reading to improve learners‟ knowledge?
6. Can you describe what your student‟s attitude during a reading lesson?
7. Do you agree with all the policies that the Ministry of Public Education have to
teach English, especially with readings activities?
8. If you have the opportunity to change the English program, what would you do in
order to improve reading in English classes?
9. Have you heard about the inclusion of reading strategies to improve English classes?

READING TO REINFORCE THE ACQUISITION OF THE ENGLISH LANGUAGE IN FOURTH GRADE IN THE RICARDO JIMENEZ OREAMUNO SCHOOL

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READING TO REINFORCE THE ACQUISITION OF THE ENGLISH LANGUAGE IN FOURTH GRADE IN THE RICARDO JIMENEZ OREAMUNO SCHOOL