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dc.contributor.authorSoto Ramos, Sally Gabriela
dc.date.accessioned2017-09-29T16:03:52Z
dc.date.available2017-09-29T16:03:52Z
dc.date.issued2015-11-01
dc.identifier.urihttp://repositorio.upnfm.edu.hn:8081/xmlui/handle/12345678/330
dc.description.abstractMany researchers around the world have investigated the teaching of reading in a foreign language and many empirical studies have tried to demonstrate the usefulness of strategy instruction, without being able though to draw universally generalizable conclusions. Learning how to read is no easy matter and teaching it is probably even harder, considering all the different variables which affect this process. Therefore, teachers can try to find the most suitable methods only by interacting with their students day by day and adapting lessons to the learners‘ needs in that particular situation. Yet, reading can also be very stimulating and fascinating because it allows people to communicate through distance and timees_ES
dc.language.isoenes_ES
dc.title―Factors involved in the Reading Comprehension Process of English and Spanish for seventh graders at the Salesiano San Miguel School in Tegucigalpa, Honduras in 2015‖es_ES
dc.typeThesises_ES


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