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Lectura intensiva para mejorar las habilidades de comprensión lectora
en alumnos del Bachillerato Internacional (IB)
Intensive reading to improve reading comprehension skills in International
Baccalaureate (IB) students
José Mendoza Macías 1
Carlos Chancay Cedeño 2
(1) Universidad Técnica de Manabí, Instituto de Posgrado, Portoviejo – Ecuador,
jmendoza0435@utm.edu.ec
(2) Universidad Técnica de Manabí, Facultad de Filosofía, Letras y Ciencias de la
Educación, Portoviejo – Ecuador, carlos.chancay@utm.edu.ec
Contact: jmendoza0435@utm.edu.ec
Resumen
El artículo presentado es un estudio sobre el trabajo intensivo para mejorar las habilidades
de comprensión lectora en estudiantes del Bachillerato Internacional (IB). Esta
investigación se basa en la información que los estudiantes adquieren de forma esencial
que les permite la comprensión del idioma inglés a través de la lectura en los niveles
inferiores, por lo que cuando se encuentran en los niveles superiores no tienen todas las
habilidades para percibir lo que están leyendo y hacerlo de manera óptima, les cuesta
entender un texto para deducir significados, palabras, frases o una conversación en el
idioma inglés. El trabajo tiene como objetivo analizar la Competencia Lectora como una
necesidad fundamental para el aprendizaje del inglés como segunda lengua. El estudio
está enfocado al grupo de estudiantes de secundaria de la Unidad Educativa Particular
“Redemptio” de la ciudad de Jipijapa, provincia de Manabí. El trabajo tuvo un enfoque
mixto, de tipo bibliográfico y alcance descriptivo, que se utilizan para la obtención de
información, junto con técnicas como encuestas a estudiantes de Bachillerato
Internacional de la Unidad Educativa y entrevistas a docentes de la misma institución.
Obteniendo como resultados que la mayoría de los estudiantes tienen una fascinación por
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la lectura en inglés a diferencia del estudio, además, muestra una buena comprensión
respecto a la lectura escogida en cuanto a la organización de los docentes.
Palabras clave: Habilidades de comprensión, bachillerato internacional, lectura,
aprendizaje, inglés.
Abstract
The article presented a study on intensive work to improve reading comprehension skills
in International Baccalaureate (IB) students. This research is based on the information the
students acquire essentially that allows the understanding of the English language through
reading at lower levels, so when they meet at superior levels do not have all the skills to
perceive what they are reading and doing so optimally it is difficult for them to understand
a text to deduce meanings, words, phrases or a conversation in the English language. The
work aims to analyze Reading Competence as a fundamental need for learning English
as a second language. The studio is focused on the group of high school students from the
Unidad Educativa Particular “Redemptio” in the city of Jipijapa, province of Manabi. The
work had a mixed approach, of bibliographic type and descriptive scope, which are used
to obtain information, together with techniques such as surveys of International
Baccalaureate students of the Educational Unit and interviews with teachers of the same
institution. Obtaining as results that most of the students have a fascination for reading in
English unlike the study, in addition, you teach a good understanding regarding the
chosen reading in terms of the organization of teachers.
Keywords: Comprehension skills, international baccalaureate, reading, learning, English
Introduction
Currently, speaking a second language other than the mother tongue is a necessity that
must be regarded for success, understanding and global communication in various
contexts. Communication is always essential in everyday life; for this, people need to use
language to interact with others to express or share feelings and thoughts. (Ordóñez,
2018). Therefore, for a person to be able to communicate globally, it is essential to learn
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English because it has become one of the most important languages worldwide, especially
in Latin American countries like Ecuador. The learning process of this language has been
introduced in almost all schools’ curricula, providing essential knowledge for the practice
of a second language.
The process of teaching and learning the English language has become an essential issue
in the educational process. It is the main subject to be taught in all institutions in the
country. This action represents a challenge for the teachers who are introducing and
teaching this language to each group (Martínez, 2021).
According to Rodas & Rodas (2021), Ecuador set the EFL (English as a Foreign
Language) teaching standards in 2014. These standards must be implemented mainly by
school authorities and teachers of the subject. The message involves developing the
communication skills of English teachers in reading, writing, listening, and speaking.
EFL teachers in every institution, school, or program that focus on preparing people to
acquire this second language emphasize the correct application of the four skills processes
to develop student proficiency.
For this reason, it is important to know in-depth about competence and its implications in
a natural context, to establish, improve and sustain reading performance as a vital aspect
and to support students from an early stage who must make the most of their potential,
and achieve a variety of fruitful outcomes throughout life (Horery, Seaton, Tracey,
Craven, & Yeung, 2014).
Mayer and Perozo (2021) state that the International Baccalaureate (IB) level is an
accepted pre-university degree that, since 1960, has grown in popularity and is offered in
more than 70 countries worldwide. This study program has been recognized not only in
English but also in many different languages. In this context, in 2006, the Ecuadorian
Ministry of Education signed an agreement to introduce the High School Diploma
Program (DP) gradually. International Baccalaureate (IB) in as many of the country's
1,400 public high schools as possible (Bittencourt, 2020).
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Students in this program are trained to take international exams at the end of the courses
in the different subjects in which they have been introduced, such as English B, as well
as perform task-based tests, acquisition of Intensive Reading Skills, Intensive Reading
research, intervention study (Alva, Meléndez, & Reyes, 2019).
One of the essential skills and ability to produce oral interaction is reception language.
Couple (2021) ensures that receptive skills are extracted from the meaning of a speech,
where it is heard or seen. This strategy is applied in reading or listening to a conversation
or lecture. Considering this premise, it can be deduced that the importance of reading
competence in education is vital. In addition, it can be attributed to a prior need to generate
text comprehension; and develop a profound conception of interpreting in English.
To develop this article, it is convenient to establish the main element to analyze, such as
intensive reading, which according to Padilla et al. (2019), "intensive reading is
associated with the teaching of reading in terms of its components, given that the texts
where the subject is addressed aim to exercise reading comprehension through processes,
where the achievement of objectives and procedures such as anticipation, location of
specific information prevails, the general idea, inferences and the induction of the
meaning of unknown words, connectors, secondary ideas, etc.” (p. 21).
However, for Estrada & Parrado (2020), "intensive reading refers to the didactic use to
develop communication skills where access to comprehension and production processes
is considered. Likewise, this type of reading contains the adequacy by skill levels of the
students, where it is recommended that the length of the text be brief to be able to work
on it depth” (p. 13).
By way of conclusion, it is indicated that intensive reading within the academic field,
especially in the English language, is that activity that is carried out within the classrooms
and aims to study those grammatical forms, as well as discursive markers of superficial
structure, which have the purpose of analyzing aspects of the language English (Chancay
& Rivadeneira, 2021).
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Therefore, the study addresses another of the variables related to International
Baccalaureate students, being reading competence, which is considered highly relevant
for the teaching and learning of students in schools, colleges, universities, or institutes.
Thus, according to Nagua et al. (2022), strengthening the reading comprehension skill
within the English language contributes to reducing the difficulties that students present
in the emergence of new essential content. Likewise, this term can be defined as the
individual capacity of a person to understand, analyze and use written texts and achieve
their personal goals of adopting new knowledge.
“Reading comprehension skills contribute to the fact that reading skills can facilitate the
learning process in acquiring the mother tongue or second language. Therefore, reading
is important for the human being to be strengthened and constitute significant and
permanent learning for their integral communication throughout life” (Fraser & Moreno,
2019).
According to Prado & Escalante (2020), the indicators of reading comprehension and the
dimensions of the reading process and their results have shown students a critical outlook
on education, especially to adopt the foreign language as a second language. For this
reason, the author affirms that reading comprehension is one of the basic skills that every
person must acquire to understand and analyze the problem that arises in academic life,
especially in the English language.
In general, it can be expressed that students acquire essential information for
understanding the English language through reading at lower levels so that when they
enter higher levels, they do not acquire the necessary skills to perceive what they are
reading, and this makes it difficult to understand a text to deduce meanings, as well as
words, phrases or simply a conversation in the English language.
The development of reading comprehension skills can be achieved primarily when a
student acquires a set of decisions for fluent pronunciation, intonation, and speaking. As
well as decoding and interpreting messages to build and form meanings, managing to
transmit the information received orally and in writing.
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“Similarly, this type of understanding begins when a student uses grammatical structures
that do not represent orthographic insufficiencies that have good coherence, unity and
creativity when expressing themselves orally and in writing”. Students who apply their
knowledge and skills in the mother tongue can generate linguistic competencies in the
foreign language (English) (Fundora & Llerena, 2018, p. 228).
Among the skills an International Baccalaureate (IB) student has in developing an
understanding reader, Ayán Legrand & Nieva (2018) list the following:
• Visual Perception: Instruct the eye behaviour.
• Short and long-term memory: more excellent retention of information.
• Anticipation: previous knowledge, expectations, and motivation of the reader.
• Speed reading and careful reading: understand what a text implicitly offers.
• Main ideas: Highlight the essential thing in a text.
• Structure and form of the text: Distinguish the parts that make up a reader and
their genre and typology.
• Read between the lines. Relate to inference.
• Self-appraisal. Control the comprehension process consciously or unconsciously
(p. 268).
Consequently, Luis (2021)presents the following information on the stages and principles
of reading comprehension in the English language:
• Pre-reading: Visualization
• Reading: Visualization and Comparison
• Post-reading: creative practice
According to Guarín & Rojas (2017), a study carried out on fifth-grade students concludes
that the comprehensive reading process within a foreign language is not an easy task since
it requires time planning and knowledge on the part of teachers, since from the practice
of English language teaching in the early grades is often limited to rote, memorization of
vocabulary. Although this is essential, it does not generate learning because students fail
to give it the proper meaning.
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Vargas et al. (2021) point out that cognitive learning strategies for reading comprehension
are introduced in teaching the English language to students, allowing them to solve
problems and face a task or communication.
Among the strategies he mentions, the following are described:
• Reading instance: includes pre-reading, during reading, and post-reading.
• Difficulty Level Tracking
• sense of knowledge
• Recognize the discursive genre
• Determine the purpose of the reading.
• Activate background knowledge
• Make content predictions
• Generate questions (Vargas et al., 2021).
This practicum is required for students taking international exams in Language B
(English) for the International Baccalaureate program. This research aims to analyze
Reading Competence as a fundamental need for learning English as a second language.
For this action, the topic is presented: “Intensive reading to improve reading
comprehension skills in International Baccalaureate (IB) students.
To achieve the objective, the group of International Baccalaureate students from the
“Unidad Educativa Particular “Redemptio” in the city of Jipijapa, located in the province
of Manabí, who are studied the problems presented in this study, which addresses the
central question: To what extent the lack of intensive reading skills can affect the
comprehensive development of International Baccalaureate (IB) students?
Materials and methods
For the development of the article, a methodological process has been taken into account
that includes a series of methods for solving the problem. Therefore, it is decided to use
a mixed approach of bibliographic type and descriptive scope, which are used to obtain
information, together with techniques such as surveys of the students of the International
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Baccalaureate of the Unidad Educativa Particular “Redemptio” of the city of Jipijapa and
interviews with teachers from the same institution.
As already mentioned, the article has a mixed approach, which according to Hernández
et al. (2014), "represent a set of systematic, empirical and critical research processes and
involve the collection and analysis of quantitative and qualitative data, as well as their
integration and joint discussion, to make inferences as a result of all the information
collected and achieve a greater understanding of the phenomenon under study". This
approach collects numerical and bibliographic data according to the reader's intensive
reading and comprehension skills (p. 98).
In addition, the type of bibliographic research used "is the consultation of information
sources published in printed or virtual form, that is, it analyzes and evaluates what other
authors have investigated and mentioned about the area of knowledge where the subject
of study is set" (Del Valle & Fernández, 2017, pág. 74). This research allowed defining
the study variables for their understanding and analysis in the development of the work.
The descriptive field, for its part, "seeks to specify the properties, characteristics, and
profiles of people, groups, communities, processes, objects or any other phenomenon that
is the object of an analysis". This scope directly describes the impact of intensive reading
on the development of a competent reader (Sampieri, 2014, p. 126). International
Baccalaureate students of the Unidad Educativa Particular “Redemptio” establish the
main particularities generated for adopting the foreign language (English).
On the other hand, the population has been taken into account for the collection of
information. According to Pineda et al. (2018), "It is the complete set of people or objects
on which conclusions must be drawn after an investigative process." The population or
universe used in the article will focus on all the students who attend the International
Baccalaureate of the Unidad Educativa Particular “Redemptio” of Jipijapa.
Fuentelsaz & Icart (2018) defined the statistical sample as "the set of individuals studied,
it is a subset of the population". In this way, the sample corresponds to the same number
of the universe for this research work since a finite population is obtained. Likewise, to
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receive all the information on Intensive Reading to improve reading comprehension skills
in International Baccalaureate (IB) students, it has been decided to use the survey
technique, where the structured questionnaire that contemplates closed questions is
used—focused on the studio.
In the investigation, the Reading Level Test was used, which requires first reading a text
and then trying to solve the questions. It has 20 questions, which are in random order,
which they can be direct or complicated, for which it should not be fear of response in
case of not recognizing what the solution to them is? In realizing the answers, it is not
recommended to use the dictionary as it is searched to discover the herb level. The results
of the investigation are described below. Instruments allowed knowing the English level
of students, where the “Level of IB Survey” questionnaire is specifically for the students,
while the “Survey for English” questionnaire is for teachers.
Results
In the 'READING LEVEL TEST' questionnaire applied, the results are described in the
following summary:
Table 1
Test Scores - Oxford
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The main result shows that the class average is 14.56 (/20). Of this, four students are
within the quartile with the lowest grade in consideration of the group.
In the next stage, to describe the knowledge of the language of the students, the result of
the test 'Level of Survey IB' is the following summary:
ID Student Points Percentaje
1 Student 1 B2 - Upper Intermediate 17/20
85%
2 Student 2 B2 - Upper Intermediate 17/20
85%
3 Student 3 B2 - Upper Intermediate 18/20
90%
4 Student 4 A2 - Pre-Intermediate 8/20
40%
5 Student 5 B1 - Intermediate 14/20
70%
6 Student 6
C1
- Advanced 20/20
100%
7 Student 7 B1 - Intermediate 12/20
60%
8 Student 8 B1 - Intermediate 13/20
65%
9 Student 9 B2 - Upper Intermediate 18/20
90%
10 Student 10 A2 - Pre-Intermediate 9/20
45%
11 Student 11 A2 - Pre-Intermediate 10/20
50%
12 Student 12 B2 - Upper Intermediate 18/20
90%
13 Student 13 B1 - Intermediate 13/20
65%
14 Student 14 B2 - Upper Intermediate 17/20
85%
15 Student 15 B1 - Intermediate 15/20
75%
16 Student 16 B1 - Intermediate 13/20
65%
17 Student 17 B1 - Intermediate 14/20
70%
18 Student 18
C1
- Advanced 20/20
100%
19 Student 19 B2 - Upper Intermediate 16/20
80%
20 Student 20 B2 - Upper Intermediate 18/20
90%
21 Student 21 B2 - Upper Intermediate 18/20
90%
22 Student 22 B1 - Intermediate 12/20
70%
23 Student 23 A2 - Pre-Intermediate 8/20
40%
24 Student 24 B1 - Intermediate 12/20
60%
25 Student 25 B1 - Intermediate 14/20
70%
Level
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Table 2
Test Scores – Students
Ask 1. How much do you enjoy reading in English?
Category
answer 1
Much
12
Justly
8
Not too much
two
Total
22
The students (54.55%) enjoy reading English. Therefore, they consider reading a relevant
issue.
Ask 2. How much time do you spend reading per week?
Category
answer 2
2 hours
7
1 hour
6
More than 4 hours
5
3 hours
3
I do not read
1
Total
22
31.82 % of students dedicate two hours per week to reading.
Ask 3. From the list above
Category
answer 3
Novels
Fifteen
Fancy
13
Mystery
10
Short stories
10
Fiction
9
Drama
8
Bibliographies
6
Horror
3
Historical
Two
Poetry
Two
Fables
1
Total
79
The students (18.99%) prefer the genre of novels, fantasy, mystery, and short stories, for
reading fiction, drama, bibliography, and other genres.
Ask 4. From the list above
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Category
answer 4
Percentage
%
Find the main idea
18
20.45%
Summarizing
eleven
12.50%
Concerning the knowledge of previous
10
11.36%
Exploration
9
10.23%
Contrast
8
9.09%
To make conclusions
7
7.95%
Comparisons
7
7.95%
Inference
7
7.95%
Sequencing
6
6.82%
Skim
5
5.68%
Total
88
100.00%
During the reading, first, the students concentrate on the main idea and realize
summaries about exploration, contrasts, and comparisons, among other
factors.
Ask 5. To what extent do you understand what “reading comprehension”
means?
Category
answer 5
Percentage
%
Okay
eleven
50.00%
Very good
9
40.91%
Fair
two
9.09%
Total
22
100.00%
50% of the students understand the concept of a clear reading, while 9.09%
only understand what fair level is related to who should be.
Ask 6. Which options from the list can you identify or recognize that your
teacher uses when applying reading comprehension in class?
Category
answer 6
Percentage
%
Rhetorical questions
sixteen
19.05%
Brainstorm to introduce the topic
fifteen
17.86%
Identify topic sentence
14
16.67%
Lower
12
14.29%
Storytelling
9
10.71%
Scanning the text
9
10.71%
Quick chat
7
8.33%
Skimming the text
two
2.38%
Total
84
100.00%
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The teacher uses the rhetoric questions (19.05%) to implement understanding readers
inside the classroom.
Ask 7. From the list
Category
answer 7
Percentage
%
True or false questions with justifications
18
17.31%
Vocabulary comprehension
17
16.35%
Understanding words from context.
17
16.35%
Concepts taken from the texts.
sixteen
15.38%
Choose headings for paragraphs
14
13.46%
Choose the correct answers from a list provided
9
8.65%
Find the exact word
8
7.69%
Choose a group of options from a list
5
4.81%
Total
104
100.00%
Finally, stage for describing students' knowledge of language teaching, the result of
the 'Level of Survey IB' test is the following summary:
Table 3
Test Scores – Teachers
Ask 1. In your reading classes, do you use pictures or pictures to illustrate what
you
Row Labels
Answ
er 1
Percentage %
.
Always
two
66.67%
Frequently
1
33.33%
Total
3
100.00%
Teachers use most of the drawings and images to communicate an idea in classes.
Ask 2. Do you previously ask for general information about the text?
Row Labels
Answ
er 2
Percentage %
.
Always
two
66.67%
Frequently
1
33.33%
Total
3
100.00%
The teachers ask for the information before teaching classes on the texts to be
studied in class.
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Ask 3. Do you ask students for their opinion about the information presented in
the text?
Row Labels
Answ
er 3
Percentage %
A. Always
1
33.33%
B. Frequently
1
33.33%
C. Sometimes
1
33.33%
Total
3
100.00%
The opinion of the students is frequently consulted depending on the topic to be
studied, the collaboration is high, and they are only referred to sometimes.
Ask 4. Choose one of the steps you use when teaching reading ski from the list
below.
Row Labels
Answ
er 4
Percentage %
A. Preview
Two
10.53%
C.Visualization
3
15.79%
B. Contextualization
Two
10.53%
D. Ask and answer questions
3
15.79%
E. Summary
3
15.79%
F. Skimming
3
15.79%
G.Scan
3
15.79%
Total
19
100.00%
Visualization is first used to teach reading skills. After the questions and answers,
summaries allow a better understanding of this.
Ask 5. Do you encourage your students to conclude at the end of reading the text?
Row Labels
Answer 5
Percentage %
B Agree
3
100.00%
Total
3
100.00%
100selection motivates the students to make conclusions about the reading lessons.
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DISCUSSION
The level for the groups represents the Intermediate level, this is what the results show:
Table 4
Level scores for the test – Oxford
Levels
Count
Intermediate
10
Upper-Intermediate
9
Pre-intermediate
4
Advanced
2
Total
25
This reflects 36% of the total group.
From the present study, it was identified that in the majority, there is a fascination
for reading in English, unlike the study as such, which is manifested in a slight 2
hours per study within the categories for reading, novels are considered as their
highest percentage, others Finding an idea is also considered one of the fundamental
reasons for reading instead. They have a good understanding of the chosen reading
in terms of the organization of teachers. They consider essential rhetorical questions
and make an exemplify or separate what is true or false.
Regarding the analysis within the teaching practice, it has been identified that, for
example, the illustrations are the principal means by which the achievement of
learning by the student is reached. Another important reason is the subject of
visualization and analysis. These are essential skills for learning, which is
considered correct to motivate the student with readings that the student finds
interesting in taste.
Conclusions
The scientific article constitutes a means of communication on intensive reading to
improve reading comprehension skills in International Baccalaureate (IB) students. In this
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virtue, it has been concluded that students acquire essential information for understanding
the English language by reading at lower levels. This has repercussions when entering
higher levels, where they do not receive the necessary skills to distinguish what they are
reading, making it difficult to understand a text to identify the meanings of words,
phrases, or conversations in the English language.
The lack of intensive reading skills affects the comprehensive development of
International Baccalaureate (IB) students. Therefore, among those skills analyzed in the
article, pronunciation, intonation, and fluency have been integrated, where decoding and
interpretation are taken into account of messages, building and forming meanings, where
it has been possible to transmit oral and written information to the students of the Unidad
Educativa Particular “Redemptio” of the city of Jipijapa. It is also concluded that most
International Baccalaureate (IB) students are fascinated by reading in English but not by
the study as such. This has been given by the reading categories and the place where it is
developed, which has generated a good understanding in terms of the chosen reading and
terms of the organization of teachers, important rhetorical questions are raised, and they
are carried out in an exemplified or separated way within what is true or false.
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