The Cloze method as a reading tool for narrative and expository texts in elementary

students helps reading comprehension?

1. Introductión

The Cloze Method Investigative Project as a comprehensive reading tool for

narrative and expository texts in elementary students helps the difficulties or

shortcomings that may be presented by these students and prevents them from

understanding the literal reading or moving towards comprehensive reading.

Determining such difficulties and their possible causes will allow designing a work

plan, so that, with the help of teachers, students will be empowered to understand,

interpret and evaluate non-specialized every day and academic texts. In short, the

project seeks to strengthen primary school students' comprehensive ability, from the

work of the first two competences, proposed by the Ministry of National Education for

the presentation of evidence, such as: identifying and understanding the local contents

that make up a text and, understand how the parts of a text are articulated to give it a

global meaning; it will be the work of the baccalaureate to strengthen the

comprehensive ability.

The Cloze method can help develop a good level of reading comprehension and

concentration, while improving the ability to memorize terms, ideas, statements and

other local elements that make up a text and, of course, the meaning of those words,

explicit expressions or phrases. We apply this method with the understanding that the
brain, like other muscles, must be exercised to perform excellent analyzes and be able to

conserve and reproduce information.

General objective

 Establish the Cloze method, as a tool to improve reading comprehension,

attention, the ability to induce and formulate value judgments related to a text

and thus improve the reading comprehension of elementary students

Specific objectives

 Promote the Cloze method as a reading comprehension tool for elementary

students

 Implement in the school classrooms the Cloze method, as an elementary

technique of concentration and inference in the reading of texts that awaken

students' interest and verify their effectiveness.

 Recognize the importance of reading in the integral development of students

and their impact on the performance of national tests.

 Determine the ability of students to make connections between the various

themes of the text with the help of some of the features of their grammatical

and significant structure.

First chapter

The reading

One of the most important activities that take place is reading; this activity begins to be

acquired very slowly from an early age and maintains for the rest of life, allowing to

acquire, knowledge that they will help in academic and professional life. For its part,

reading is a complex experience, which favors the learning process, at the same time

that enables the ability to understand.

The reading must be an encounter between the text and the reader, since during the

reading this is being questioned about what he reads and that is where he

He is hooked with reading and begins to find an answer, which analyzes, interprets and

relates to their previous knowledge.

In this sense, Condemarin points out that (2001: 16) Reading is the activity important in

life since it consists in understanding the written language and it constitutes the most

important academic achievement in the lives of students; for the Therefore, reading is

the instrument that enriches and stimulates intellectually the reader. Also, Braslavsky

and Fernández (1985) They need to read is to understand and recreate meanings of a

written code; includes the understanding related to previous knowledge, logical

reasoning analysis, judgments about what was read and a positive change in interest in

recreational or informative reading, as well as in personal values and attitudes. (Quoted

by Espinoza Aragón 2000). So, I can say that the main objective of reading, is the act of

capture the message of the text, get closer with what the author wanted to express

himself; building a new meaning from the signs we are reading In this way, reading in

its true sense involves three skills fundamental skills to recognize decoded or

deciphered words; ability to understand and interpret the meaning of what is read;
ability to understand to think critically and creatively about what is read, as well as to

react to what the writer has expressed (Hester and Cruz 1982). And to carry out the

reading.

There are different types of readings:

Reflective reading: It is slower because it allows an understanding exhaustive and we

use this type of reading to study or when we reread what we wrote.

Medium reading: It is the one we usually use, either in moments of leisure or work

when we read for pleasure; increases the speed and decreases understanding.

Selective reading: The reader has a precise objective in the search for information, first

they look at it to know the material of the available, then the reading becomes attentive,

the subject that interests that is, the focus of attention is only on some issues.

Reading ind the primary school:

Currently reading within primary education, is one of the axes of greater importance,

since its fundamental purpose is the development of reading skills this to provide good

learning in all the areas of knowledge. Reading practice develops in students the

capacity for observation, attention and concentration generating the analysis. For this

reason, different programs have been implemented in our country aimed at overcoming

the areas of opportunity presented constantly in reading students' comprehension,

providing teachers who implement programs to correct this problem.

One of these programs is the national program for the strengthening of reading and

writing (PRONALEES) Now with the integral reform of education basic to continue
with the task of resolving difficulties. The National Program of Reading "proposes to

improve communication skills in students of basic education and favor school change

through a policy of intervention that ensures the presence of reading materials that

support the development of reading and writing habits of students and teachers.

With this, the teacher's task becomes even more relevant, bearing in mind that in his

educational practices he can assume the role of reader and promoter of the reading by

working not only with textbooks, but also with the books of the school and classroom

library, where students are expected to participate actively in reading activities, and

where they can dispose of the various texts for the development of skills and the

construction of one's knowledge.

Reading comprension:

The comprehension of texts is a complex constructive activity of character strategic,

which involves the interaction between the characteristics of the reader and the text

within a certain context. Understanding is understanding the meaning of something, that

is, to understand both the main ideas and the secondary ideas of a text.the reading

comprehension as a set of processes psychological that consists of a series of mental

operations that process the linguistic information from its reception until a decision is

made. There are three levels of understanding. The first is to make sense, this is to

explain in other words, to paraphrase information; the second is called the cognitive

understanding in which the subject extracts the writing and can explain it in similar

examples and the third that corresponds to deep learning, where the subject can add

personal character.

There are different levels of reading comprehension.

1. Level of literal-global comprehension.

2. Level of inferential-interpretative comprehension.

3. Level of evaluative understanding.

4. Level of organizational understanding.

5. Transcoding level.

The development of the first level allows a person to identify and recover a information,

understand it and, therefore, select it. Through this identification has access to a global

understanding of the text; It is made with partial aspects; identifies the textual genre;

acknowledge your intention communicative, and, mentally, would be able to summarize

globally what the text.

The second level allows to extract the essentials of a text to establish a hierarchy

between the ideas and choosing the predominant, the most general, distinguishing it

from the secondary or private calls. At the same time the development of this level

helps to compare and contrast the information, so that, dominating this interpretative

mechanism, it is possible to make inferences or deductions.

The development of the third level allows to evaluate the affirmations and facts of a

text, that is, consider critically its content and position itself before reality presented. So

the reader is in a position to evaluate the impact of certain linguistic characteristics,

discover implicit traits and identify nuances.

The fourth level allows you to evaluate the linguistic characteristics of the text in your

various structural, coherence, cohesion and adequacy plans. Known these, the reader

will be able to organize their contents and, therefore, of summarize it

The fifth level allows you to appropriate the formal and content characteristics of the

text to transfer it to another communication code. We call this after textual coding.