Children have their routine of reading at school but if this is not consistent in their house they will not give to reading its real value as the essential medium of school success. This does not mean children must only be taught how to read and write conventionally but teachers must put them in contact with the visual and written material in order to help them understand the function of writing and the necessity and usefulness of reading and writing. Once we have detected the low level of reading comprehension in a large proportion of the students in the schools and the lack of motivation for reading we aim to improve this deficiency by applying strategies diversified for all areas. The use of written form is present everywhere and therefore reading is a fundamental skill which is increasingly needed in almost every aspect of life. A wide range of reading skills, including digital reading, are essential for an individual's personal fulfillment and social development in order to be able to take an active part in society, be informed and exercise his rights of citizenship. Furthermore, these skills are essential for entering and advancing in the labour market. Those with inadequate reading skills will have their life chances limited in today's society. In essence, acquiring the ability to read well is a basic requirement for the social and economic demands of the 21st century society. This project aims to help both teachers and students; teachers through their quest to discover different management strategies to facilitate quality improvement in terms of teaching and organizational change and students by coming into contact with the literature of children of the participating countries and thereby promoting their interest in reading. This project is proposed as an alternative to improve learning strategies regarding to the capabilities of reading comprehension. The acquisition of reading and writing skills are major milestones in a child's life, hence it is very important for children to be able to improve them in 'a natural way' and a relaxed classroom atmosphere. Reading and writing have always had a social and cultural function and they should become enjoyable interactions in which children can celebrate their successes and learn from their mistakes. Thus, they can give to a child the feeling of being important - as a unique person- and they can be related to his immediate environment where relevant aspects of his life are involved, too. Through use of blogs, email and Skype pupils and teachers will work together to plan, carry out and evaluate all aspects of the project. Therefore we hope to develop European citizens who can clearly express themselves and are tolerant to the views of others, reaching compromises where necessary. Working on the products of the project and cooperating with colleagues in other European countries will increase the positive attitudes of pupils towards reading and writing and will improve attainment and help combat failure in education. Through the use of new technologies whilst working on project activities, and the final products, both pupils and teachers in all partner school will have increased levels of digital competence. The involvement of educational staff and pupils in the international projects will improve the internal communication in the participating schools, and will contribute to their image in the area as well as to the capacity to work in international projects and cooperate with partners abroad.
OBJECTIVES: The project addressed mainly the low performance of students in basic skills. Its objectives were: -Establish an element of compensation to prevent social and learning inequalities and at the same time increase motivation. -Strengthen multidisciplinary and interdisciplinary approaches and develop methods that create positive conditions for the teaching-learning process by encouraging learning through open tasks to ensure success despite diversity. -Improve digital skills (ICT) -To improve the current situation of linguistic competence and reading comprehension in our educational systems -To contribute positive and lasting effects in the development of good practices in the field of education, to produce: Innovative approaches with more attractive programs, in line with the needs and expectations of the individuals; Participatory and ICT-based approaches; New approaches to combating discrimination. -To contribute to the development of European competences and qualifications to promote cooperative learning NUMBER AND PROFILE OF PARTICIPATING ORGANIZATIONS CEIP Jupiter is a public school for children and primary school. We carried out our project to complete the different types of programs, projects we already carried in school: coeducation, peace, library, bilingualism, sign language .. Hietakumpu a-a- is a typical Finnish public elementary school. Are qualified professionals. They have great experience in teaching and knowledge about reading and writing, how to learn or teach. First Primary School of Farkadona- They carry out different types of projects in Greek (environment, nutrition, and twinning with an English center. Ysgol Gymraeg Bro Eirwg UK- Staff trained in Read Write Ink and Fresh Start (literacy programs in the UK). Colégio Guadalupe, Lisbon, Portugal- It is very dynamic, has many extracurricular activities (sports, dance and music,) Very trained in new technologies. Szkoła Podstawowa nr 1 im.B. The Polish National Agency has twice granted them an Example of Comenius Good Practice. And two eTwinning projects received the National Seal of Quality and the European Quality Seal Scuola Benedetta Bambiagio, Rome- They have no project experience but the people involved in this project are qualified to recognize difficulties in the language, to understand the emotional world of our students. DESCRIPTION OF MAIN ACTIVITIES CARRIED OUT 1. COMMON WEBSITE. Link: http // www.readontheeuroad.com 2. READING CLUB All partners have set up a reading club. In addition, the students connected via Skype to exchange information on: hobbies, read and favourite books, ... 3. DIGITAL GAME. A digital cultural game was created with questions about each country. All countries incorporated the game into their teaching process. 4. RECIPES The parents of the students made several videos with recipes from the different countries of our project. The students explained, developed and made all the recipes in their homes. 5. DIGITAL MAGAZINE. Each country looked for information about their city or country recommending places to visit, monuments, gastronomy ... 6. COMICS In a group of two countries, the students invented a comic with a theme that they had in common. 7. PICTOGRAMS TALE In a group of three countries students wrote fantastic stories using traffic signs. One country began the story, another followed it and another finished it. 8. READ A PICTURE Each country chose the painting of an artist from their city or country. The students learned about the painter and work and made a living museum. 9. TALE SALAD Each country chose a famous story character from their country and then created a fantastic story including these characters. 10. DIGITAL NEWSPAPER Information was collected on the Christmas traditions of the 7 countries. Students from Portugal interviewed students from each center via Skype. 11. THEATER "THE TIME MACHINE" The students in each country were reporters who travelled in time. They appeared in different times of their country and they interviewed characcters of that time. Although more activities have been carried out, I have only mentioned the most representative ones, since in section 5 of this report they are all detailed and in a more exhaustive way. RESULTS AND IMPACT ACHIEVED: Expected tangible and non-tangible results have been achieved. We have used quantitative indicators to evaluate impact such as: No. of visits to the common web, meetings and participants, workshops, visits to our facebook, etwinning ... and qualitative indicators: improvements in the teaching-learning process , New lines of work, improvements in linguistic and digital competences ....