BOLIVARIAN REPUBLIC OF VENEZUELA

MINISTRY OF HIGHER EDUCATION

EXPERIMENTAL UNIVERSITY INSTITUTE OF TECHNOLOGY
ANDRÉS ELOY BLANCO
NATIONAL PROGRAM FOR TRAINING IN INFORMATION AND DOCUMENTATION
MISSION SUCRE

INSTRUCTIONAL DESIGN OF PROMOTION

FROM READING

CONTENT SPECIALIST: Lic. IRIS RUIZ

ESPECIALISTA EN DISEÑO: LIC. SANDRA PRADO

Code: PNFID-20232

This module was developed with the support and technical backing of the
Curricular Planning Unit of IUETAEB. Barquisimeto. 2006.
Preparation and editing: Prof. Iris Ruiz
Review and Evaluation: Prof. Fredesvinda Méndez
ROUTE: III PERIOD: II DIDACTIC UNIT: PROMOTION OF READING
MODE: SEMI-PRESENTIAL

DISTRIBUTION OF IN-PERSON HOURS (HP) AND INDEPENDENT STUDY HOURS (EI) PER WEEK

UNITS: I II III IV V PI/P

54

42
 PROMOTION OF READING

The purpose of the curricular unit promoting reading is to create conditions for
the participants so that they acquire skills that allow them to promote the
reading with the aim of fostering the habit of reading. Speaking, listening, and reading are aspects
fundamental for man, which is why it is difficult to conceive of life without these
processes, especially reading, a habit that develops knowledge in the individual
and skills to generate self-learning, lifelong education, independence
intellectual and the democratization of knowledge.
The program allows the acquisition of skills and abilities to promote reading
within their community.
The implementation of the content matrix will allow for the competition of
comprehension of reading through a given text, dissemination of reading processes,
distinction and classification of types of texts, strategies to encourage
Reading in young children and adults, knowing the policies and regulations of the
reading in Venezuela and other Latin American countries. All these aspects under a
ethical, value-based attitude, with national identity emphasizing popular culture.
 OBJECTIVES

Understand the theoretical and philosophical conceptions established by

scholars of reading comprehension
Manage the types of reading to achieve intellectual development and
spiritual of the individual.
Promote reading in the communities through the centers
information and documentation.
Create strategies to promote reading as a source of
to know in children, young people, and adults through activities in the
community.
Apply the reading policies established by institutions
competent for this task, such as FUNDALECTURA AND
NATIONAL LIBRARY.
 COMPETITION
Promotion of reading is part of the competency that creates and promotes services and
information products of your municipality using technology with social responsibility,
entrepreneurial spirit to form organizations of the social economy, that allows
reduce the informational and educational gap, strengthen its identity, autonomy and
socio-cultural independence

GENERATE FOUNDATIONS FOR SUB-COMPETENCIES:

• Plan ethically sound strategies that meet the

information needs of your environment
• Generate innovative services and products with an entrepreneurial spirit.
cooperative and conservationist
• Promote new processes and information dissemination services
for information services with social responsibility.
• Promotes reading to support free, reflective thinking and
critical, to promote and consolidate knowledge communities that
lead to intellectual, sociocultural, and educational development
 PRODUCTS/INDICATORS

1.- Generate a reflective report using theoretical concepts to understand the

reading
2.- Generate literary compositions, essay type.
3.- Generate a report on research results in your community regarding reading habits.
4.- Create strategies to promote reading with activities within the
community in children, youth, and adults
5.- Develop a project to create a reading club in your community
6.- Submit a report on visits to institutions that generate guidelines at the level
national to promote reading.

CROSS-CUTTING AXES: READING HABIT, TEAMWORK,

DOCUMENTARY AND FIELD RESEARCH, ETHICS, SERVICE QUALITY, CAPACITY
TO WORK IN YOUR COMMUNITY TO PROMOTE ENDOGENOUS DEVELOPMENT.
 CONTENT

MODULE I: Theoretical and philosophical foundations of understanding

the Reading
MODULE II: Develop intellect through types of
Reading.
MODULE III: Promote reading in the community through
the information and documentation centers
MODULE IV: Reading Promotion Strategies
MODULE: Information policy in Venezuela and other countries of
America
 MODULE 1: Theoretical and philosophical foundations of the
reading comprehension

PURPOSE:
Identify the theoretical concepts established by some
authors, with the aim of informing them about the skills
cognitive skills to understand reading

1. Theoretical conceptions of reading comprehension by

Dubois and Smith. Skills set, process
interactive, transactional process
2. Metacognition, Cognition, and Reading Comprehension
a) Technique: Literal comprehension of the text, identification
of meaning, semantics, ability to recognize
b) Relationship of contents (Prior knowledge,
relationship with new knowledge
 MODULE: 1 Theoretical and Philosophical Foundations of the
reading comprehension
Instructional Strategies

STRATEGIES MEDIA
CONTENT REVIEW OF INSTRUCTIONAL MODULE
MODULE 1 Overhead projector and Flip chart
DOCUMENTARY REFERENCES:
Diagnostic test 1.-Dubois, Maria Eugenia. The process of the
Directed readings and analysis of the Reading from theory to practice.
Argentina, Aique
studied theories
2.- Smith, Frank (1989) Understanding of the
Team workshops to analyze and provide Reading: Psycholinguistic analysis of the
conclusions. reading and its learning. Mexico, Trillas
Guidance for writing an essay 3.-Valero, Norma (2001) First Reading.
Reading as a social practice,
trainer of analytical readers and
reflexive
 MODULE 1: Theoretical Foundations on Reading Comprehension
ACTIVITY SCHEDULE

WEEK 1 WEEK 2
Conceptions in the field of reading Cognition, metacognition, and comprehension of the
(Skill set, Interactive process, Reading through the technique (Understanding of
transactional process Literal text, identification of meaning, the
semantics, ability to recognize
IN-PERSON ACTIVITIES Relationship of the content with their knowledge
Presentation, organization of work groups, previous
definition of schedules, initiation of content IN-PERSON ACTIVITIES:
diagnostic test, exposure Diagnostic test
of the facilitator and content development.
Submission of the previously assigned essay
Development of preliminaries to prepare
essay Discussion in small groups, strategies of
analysis through independent readings and
ACTIVITIES DE STUDY in class
INDEPENDENT
STUDY ACTIVITIES
Documentary research, reading and analysis of INDEPENDENT
the theoretical aspects, drafting of essay
about the interpretation of the theory of the Preparation of a report on the analysis of what was read.
concepts of Jose Smith Analysis of basic readings. Research
Documentary and readings of the provided material
 MODULE 1: Theoretical foundations of reading comprehension
EVALUATION

EVALUATION 20% SELF-EVALUATION

FORMATIVA: What is Reading?

Class discussion on the theories Define the process of understanding.

Reading as a set of skills,
Directed readings interactive process process
Brainstorming transactional.

Participation List the elements for

understand the reading?
SUMMATIVE:
Individual reading analysis 5%
Essay 15%
 MODULE 2: Develop intellectuality through types of
the types of reading

Identification and application of types of reading according to

the purpose of its use to contribute to the increase of
knowledge and intellect.

1.- Types of Reading

To study
to get informed
recreational
Quick

2.- Tipos de Textos

Expository
-Narratives
Argumentative
scientific and educational

3.- Importance of reading and Literature for the

education, training and social development
 MODULE 2: Developing intellect through
the types of reading
INSTRUCTIONAL STRATEGIES

STRATEGIES MEDIA
INSTRUCTIONAL: Instructional module.
Transparency projector
Content review Flip chart
Diagnostic test DOCUMENTARY REFERENCES:
Content exhibition Valero, Norma (2001) First Reading, The
Analysis of documentary material given in class reading as a formative social practice
and the prior reading, presentation of the result of analytical and reflective readers
with conceptual maps Melo, Jorge Orlando. Importance of Reading
Documentary Research In Reading Sheets, N. 55. Bogotá,
Assigned readings (Books, Magazines, Internet) ,Fundalectura
Tony, Buzan (1998) The Book of Reading
rapid. Argentina, Ediciones Urano.
 MODULE 2: Develop intellectuality through the
types of reading
SCHEDULE OF ACTIVITIES

WEEK 3 WEEK 4
Types of Reading: Study, Informative Types of texts
Recreational, Fast Expository, narrative, argumentative,
instructional, scientific and popularization
In-person activities scientific
Class workshops on the previous readings and IN-PERSON ACTIVITIES:
in class, analysis and conclusions Diagnostic test that consists of reading and
•Presentation of the result classify the types of readings
Content development by the teacher
INDEPENDENT ACTIVITIES: Brainstorming, analysis, and comparisons of the
types of texts. Pre-readings and post-readings
Documentary Research
Reading of the given material
INDEPENDENT ACTIVITIES
Text readings
Reading practices
Comparisons and analysis of types of texts
writings to present in a report
 MODULE 2: Develop intellectuality through the
types of reading
SCHEDULE OF ACTIVITIES

WEEK 5
Importance of reading and literature for education,
training and social development

IN-PERSON ACTIVITIES:
Submission and defense of assigned report
Content presentation by the Teacher
Group workshop on analysis and conclusions of reading

STUDY ACTIVITIES
INDEPENDENT:
Assigned readings on the following topic
Documentary Research
Preparation of an Essay on the Importance of Reading
 MODULE 2: Develop intellectuality through
types of reading
EVALUATION

EVALUACIÓN: 20 % SELF-EVALUATION
FORMATIVE:
Differentiate the types of written texts
Group participation in workshops
Differentiate types of readings
Documentary Consultations
Define the importance and develop it
Analysis and conclusions reading habit
SUMMATIVE:
Individual exhibition of types of
texts 10%
Ensayo sobre importancia de la Lectura
10%
MODULE 3: Promote reading in the community through
Information and Documentation Centers

HIGHLIGHT THE IMPORTANCE OF SPREADING THE

INFORMATION THROUGH THE CENTERS OF
INFORMATION AND DOCUMENTATION

1.- reading in public community libraries

schoolchildren
The Reading Habit
What is the purpose of reading?

Reading Strategies in School

Reading in the school library and in the community
2.- The Library and Reader Training
How to use the Library to make it an effective resource
in the formation of readers
 MODULE 3: Promote reading in the community through the
Information and Documentation Centers
INSTRUCTIONAL STRATEGIES

STRATEGIES MEDIA
Instructional Module.
Content exhibition Visits to the community libraries
Reading of provided material Data collection instrument
Documentary Consultation
Survey of Libraries in the Community that DOCUMENTARY REFERENCES:
they promote reading 1.- Alonso Echaría, Maria Elvira de (1992) The
Development of data collection instruments Library and the formation of readers, Argentina,
datos Aique
2.-Venegas, Maria Clemencia (1933) The Library
also teaches to read. Santa Fe de Bogota, Cerlac
3.- Public libraries meet the reader In:
Reading Sheets No. 51 (Apr-Jun) 1998. Bogota,
reading background
4.- How to make reading in the classroom an activity
placentera (1993) caracas. Ediciones Ekare
 MODULE 3: Promote reading in the community through
Information and Documentation Centers
SCHEDULE OF ACTIVITIES

WEEK 6 WEEK 7
Reading in the school library, the habit
reader, what is the purpose of reading, reading strategies The library and the formation of readers
in the classroom, the school library and the community,
how to make reading an activity CLASSROOM ACTIVITIES:
pleasant Content development
classroom activities Directed readings with supporting material
Diagnostic test in a team
Content development Delivery of assigned report
Team reading assignment
Discussion conclusions analysis STUDY ACTIVITIES
STUDY ACTIVITIES
INDEPENDENT
Research on Libraries of your
Independent community that promotes reading
Analysis of assigned reading (Encuestas y cuestionarios)
Preparation of classroom analysis report.
MODULE 3: Promote reading in the community through
Information and Documentation Centers
EVALUATION

EVALUATION 20% SELF-EVALUATION

FORMATIVE:
Development of Instrument
Classroom participation analysis and Analysis of results
conclusions
Visits to Libraries
Through reading in class
Research work
SUMMATIVE:
Development of research instrument
To be applied during a visit to Libraries
public, school, and community, about
percentage of people who have a habit
reader.
Informe de resultado 20%
 MODULE 4: Reading Promotion Strategies

HIGHLIGHT STRATEGIES TO PROMOTE READING

THROUGH READINGS OF STORIES, NARRATIVES, ORALITY,
POETRY, DEVELOPMENT OF READING CLUB PROJECT

1.- Identification of the literary genre

The short story, the novel, oratory, self-help literature, poetry
2.- Strategies for telling stories and reading novels, choosing the story
according to age
The storytelling
How to bring children closer to the world of words through poetry
How to choose the right book
So that there are readers
Activities around the reading of the story
3.- Planning and project of a reading program in the
community (Reading circle, club of readers among others)
 MODULE 4: Strategies for Promoting Reading
INSTRUCTIONAL STRATEGIES

STRATEGIES MEDIA
Diagnostic test Instructional module
Readings of stories and other literatures
Stories, novels, and other literatures
in class and independent. DOCUMENTARY REFERENCE
• Literary analysis in class and González
individual
Viloria, Norma. The Oral Narrative, Notes and Quotes
Storytelling practices with children Bibliographies
of the community For there to be Readers (2000). Caracas. Fundalectura,
Development of a Club project Book Bank
Reading Venegas, Maria Clemencia (1983): The magic of the
narration, story, and novel. Bogotá, Cerlac
•Silvera, Elvia (2000) How to bring children closer to the world of
the word through poetry. Caracas, Banco del Libro
What books for what age? How to choose the right book
(1998) Caracas, Book Bank
Chamber, Aidam (2001) Do you want me to tell you a story?
A guide for narrators and storytellers. Caracas, Bank
from the Book
 MODULE 4: Strategies for Promoting Reading
SCHEDULE OF ACTIVITIES

SEMANA: 8 SEMANA: 9
Classification of literary genre
STRATEGIES FOR COUNTING
(The tale, The oratory, The Narrati-
Tales
go, poetry, and other literatures
(The narration, as a way to bring children closer to
world of the word through poetry, like
In-Person Activities choose the right book, so that there are readers,
Diagnostic test activities related to reading
Content Exhibition
FACE-TO-FACE ACTIVITIES:
Storytelling practices and recitations
Exhibition on content
Class readings on gender theories
literary, similarities and differences Presentation by the students of readings
and analysis of support material
ACTIVITIES
INDEPENDENT INDIVIDUAL ACTIVITIES:
Documentary Readings on Narrative Mounting a promotional activity for the
Reading a book and analyzing it reading in their community, prepare a report on
the experiences.
 MODULE 4: Reading Promotion Strategy
SCHEDULE OF ACTIVITIES

WEEK 10: INDIVIDUAL ACTIVITIES:

Planning and preparation of a
Project in the community (circle of Fieldwork in your community for
Reading, Reading Club elaborate the project

IN-PERSON ACTIVITIES
Content Exhibition
Guided practice by the teacher for the
Development of the reading project
MODULE 4: Reading Promotion Strategy
EVALUATION
 MODULE 5: Reading Policy in Venezuela and
other countries in America

Define and study reading policies

to develop the habit of it in
Venezuela and other Latin American countries
investigate the institutions involved in
the reading field

1.- Reading Policies for Latin America

2.- Commitments of States regarding the
reader training
3.- FUNDALECTURA AND LIBRARY
NATIONAL
4.- Reading Policy in Venezuela
 MODULE 5: Reading Policy in Venezuela and others
countries of America
INSTRUCTIONAL STRATEGIES

STRATEGIES: MEDIA:
Diagnostic test
Instruction Module to
Content Exhibition
Reading and analysis of support material Field research
Exposition of point of view of the content REFERENCES
Analyzed DOCUMENTARIES:
Documentary and Institutional Research National Reading Policies
Essay (1998). Fundalectura
Rodríguez, Pedro Gerardo Politics
National Reading? Meditation around
to its limits and conditions.
Caracas, National Library.
Fundalectura
 MODULE 5: Reading policy in Venezuela and others
countries of America
EVALUATION

EVALUATION 20% SELF-ASSESSMENT

FORMATIVE Establish a comparative table of the
Class participation policies and regulations established by Fundalectura,
Analysis exhibitions on the subject National Library, Bank of the Book and
Documentary readings Ministry of Education.

SUMMATIVE
Report on field research to the
Institutions that promote reading 20%
 READING PROMOTION PROJECT
EVALUATION 15%

WEEK 14
Presentation of the reading promotion project to the
community
 DOCUMENTARY SOURCES

1.- Dubois, Maria Eugenia. El proceso de la lectura , de la teoría a la practica. Argentina, Aique
2.- Smith, Frank (1989) comprensión de la Lectura, análisis psicolinguistico de la lectura y su aprendizaje.
Mexico, trillas
3.- Puente, Aníbal. Comprensión de la lectura y acción docente. Caracas, Fundación German Sánchez
4.-Valero, Norma (2001) First Reading. Reading as a social practice that shapes readers
analytical and reflective
5.- Melo, Jorge Orlando. Importancia de la lectura En: Hojas de Lectura, N. 55. Bogota (Colombia)
Fundalecture
6.- Tony, Buzan (1998) El libro de la lectura rápida. Argentina. Ediciones Urano
7.- Alonso Charria, Maria Elvira de (1992) La Biblioteca y la formación de lectores. Argentina, Aique
8.-Venegas, Maria Clemencia (1993) La Biblioteca también enseña a leer. Santa Fe de Bogota, Cerlac
9.- Public Libraries Meeting the Reader In: Reading Sheets, No. 51 (Apr-Jun 1998). Bogota,
Fgundalectura
10.-Como hacer de la lectura en el aula una actividad placentera (1993) Caracas, Ediciones Ekare
11.- Tony, Buzan (1998) El Libro de la lectura rapida. Argentina, Ediciones Urano
READING IS THE MAIN ELEMENT FOR
ACQUIRE KNOWLEDGE, HAVE SENSE
Critical and Reflective

THE READING HABIT BEGINS AT HOME

THIS IS WHERE THE DESIRE TO KNOW IS BORN
FOR THIS IT IS NECESSARY THAT PARENTS
Encourage your children

A book must be the companion

INDIVIDUAL CONSTANT

Lic. IIRIS RUIZ

Librarian