Universal Journal of Educational Research Vol. 5(10), pp. 1772 - 1776
DOI: 10.13189/ujer.2017.051015
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Educational Innovation: Reading Meaning and Sense


Evelyne Suárez Hortiales , Angelica Ramos Nieto *, María Elena Zepeda Hurtado
Center for Science and Technology Studies no. 15, "DAE" Instituto Politécnico Nacional, Cd. Mx. Mexico

ABSTRACT

In recent years concern about Mexican reading habits has increased. Statistics show short reading interest; an average Mexican reads 3.8 books a year [1]. As teachers, reading habits are important and reflect students' skills and academic performances. Many teachers would complain about students reading habits; it is considered to be non-existent. Teachers might say "students neither read nor write." Students lend and borrow books; questions rely on what are students reading? How do students understand what they know? A survey was carried out on a random sample of students from "Centro de Estudios Científicos y Tecnológicos" (CECyT) campus 11 "Wilfrido Massieu" and campus 15 "Diódoro Antúnez Echegaray" belonging to Instituto Politécnico Nacional (IPN), to know readings and motivations. Quantitative methodologies with an exploratory range were applied. Results; students mostly read books from which North American movies based on, best and long seller books and pdf formats. A workshop was brought about, four sessions per month, to discuss each book, themes, and students' perceptions. Monitors were teachers from different areas and school subjects. Teacher's prejudices interfered on student's discussions and opinions. Reading is a complicated process; it is developed from previous stages. Resume doing, as the primary objective, impedes students from comprehending all information.

KEYWORDS
Reading Habits, Reading Index, Best Seller, Extensive Reading

Cite this paper
Evelyne Suárez Hortiales , Angelica Ramos Nieto , María Elena Zepeda Hurtado . "Educational Innovation: Reading Meaning and Sense." Universal Journal of Educational Research 5.10 (2017) 1772 - 1776. doi: 10.13189/ujer.2017.051015.