Teach English in Jinping Zhen - Lianyungang Shi

Reading has a formative capacity in the human being, thanks to it children are able to think for themselves, and as a consequence they develop language skills, which allow them to interact with other children strengthening their relationships, solving their differences, improving their description of objects or situations, and in general reinforcing the manifestations of language. Reading is an essential activity in human development, which allows us to build knowledge and especially in children it helps to develop higher capacities such as reflection, critical spirit and awareness; reading also has manifestations of spontaneity and sensitivity where children discover their own emotions and impressions as readers. Starting from the importance of reading for children, it must be taken into account that reading is more than a simple visual action, reading implies understanding the written text, also in reading the child's cognitive activity is connected with declamation, grammar rules, correct pronunciation, implicit within a written text.1 Reading is also a way of understanding the world and the language that appears in it represented in each of its forms; this means that children have begun their reading process from the moment of their birth, while their relatives try to teach them the letters and vowels, he or she has read for several years, gestures, bodies, tones, images, shouts, silences, which have formed codes developed by their own family environment. Moreover the child learns to read the world that will lead him/her in the future to the reading of a written language, but although this process begins at birth where some words are tried to be identified, the love for the word, its beauty, the richness of the language must be cultivated, since it is not something innate to the human being to develop a taste for reading. It is in this moment where a material element appears in his/her first years of life that helps this process and we are talking about the book, the book as a valuable object, the book as a tool within his/her environment that contributes to establish a natural and daily link with the act of reading. The relationship between reading and children involves literacy in general, not just the processes of learning to read and write, the overall developmental skills of children go far beyond listening, speaking, reading and writing. This means that it is vitally important to allow children to express themselves and to communicate to their peers and their teacher what they know about a subject; to allow them to tell in their own words the experiences and also to learn to listen to the other, to allow them to draw their own conclusions according to their level of reasoning, only in this way will they make significant progress in their reading process. It is advisable to implement a pedagogy of literature basically focused on the playful, critical and creative appropriation; this means that the child is able to know the text, to read it, to enjoy it, and to make relationships and finally to interpret the text. However, there are difficulties for this process to be carried out and then I will raise them and try to give a solution from several theoretical discussions and experiences in the educational field. The main problem that has been identified in the children when reading is the lack of understanding about the text, which can generate that they feel discouraged because they are not able to internalize and explain the written message. A second problem is the few copies of books in relation to the number of children in the classroom, where children must read the books in groups, which impoverishes their direct eye contact with the book's content and does not allow direct interaction with the written text, which does not allow for reading follow-up, much less comprehension.2 To solve the above problems that are widespread in children we must understand the relationship between animation, motivation and promotion. As animators towards the reading process it is necessary to promote primarily the taste for reading, because once this is achieved little by little a habit will be generated; creativity in encouraging students is fundamental, to develop their imagination and to teach that the book is not dead but it needs a voice to lift it up. Motivation constitutes the context of habits and therefore it is important to design strategies to ensure that these reading habits are not lost, where innovative, pictorially illustrated reading material can be used, as this would be an effective means of meeting children's cognitive demands and allow them some leisure time in class, as well as designing strategies and techniques that take into account the interests of children according to their age. Finally the promotion that is closely linked to the animation but in this one activities are carried out that are centered in the continuous work of the children where their scope and its effect is extended. Reading fairs, campaigns, book clubs and contests of oral narration can be made. Where the idea is to bring children closer to books and to generate interest by satisfying the needs of the reader, also creating a community context so that the final element, leadership, appears; the readers will then be leaders of their community and will impact positively on their environment by helping to bring more children closer to reading, developing a love of reading by understanding the rich flow of linguistic movement that exists around it, the impact on our world and the effective ways of understanding reading through understanding and reflection, finally coming to transmit our experiences to others by generating new and interesting ideas.3 _______________________ 1. Solé (1992, P. 18) estrategias de lectura, Isabel Solé, p.p 17 2. CATALÁ, Gloria y Mireia, MOLINA, Encarna, MONCLÚS, Rosa. EVALUACIÓN DE LA COMPRENSIÓN LECTORA: Pruebas ACL (1°- 6° de primaria) Barcelona: Graó, 2007. 221 p. ISBN: 84-7827-261-5 3. Asociación Mundial de Educadores Infantiles. TALLERES DE ANIMACIÓN A LA LECTOESCRITURA: preescolar 1o y 2o de primaria. México: Trillas, 2008. 282 p. ISBN: 978-968-24-8414-8.