final paper research delgado, muñoz, serrano

READING ALOUD AND READING COMPREHENSION SKILLS 1

ReadingAloudToFosterReadingComprehensionSkillsinYoungLearners

Finalpaper

DanielDelgado

KarenMuoz

VanessaSerrano

UniversidadIndustrialdeSantander

Authorsnote:

ThisfinalpaperwaspreparedforClassroomResearchgroupA1,taughtbyProfessorRalGarca

Lpez


ABSTRACT

Readingaloudhasbeenattributedseveralbenefitsonlanguagelearningand/ordevelopment.Thishasled

researcherstoinvestigateonthistopic.Inthispaperwepresentthefindingsofastudythataimedto

investigatetheeffectsofthereadingaloudtechniqueonthereadingcomprehensionskillsofyoung

learners.Datafromthisstudywascollectedthroughtheuseoftworeadingcomprehensiontests,oneat

thebeginningofthestudyandtheotherattheend,afterthereadingaloudsessions.Also,datawas

gatheredusingjournalsandalternativeassessmentsineachsession.Ourfindingsindicatethattherewas

notanyimprovementonthestudentsreadingcomprehension.

Keywords:Readingaloud,silentreading,readingcomprehensionskills,younglearners.

INTRODUCTION

Readingaloudtochildrenhasbecomeaverypopulartrendamongparentsinthelastyears.

Whilesomedoitbecauseofthebenefitsitcanoffertotheirchildren,forexampletohelpthemto

becomebetterreadersand/orwriters;someothersdonotdoit,especiallythoseoflowincome

families(Bryan,J.L.).Thisdebatehasledlanguageresearchersaroundtheworldtoinvestigateon

thistopic.Thatisthereasonwhyweasteachersandresearcherswanttoinvestigateonthisissueas

well.

Weconsiderreadingaloudasafieldthatcanbeexploredinmanywaysduetothedifferent

implicationsobtainedforeducationalpurposes.Forexampleinteachingyoucanuseittoteach

differentlanguageaspectssuchas:pronunciation,writtenformsofwords,vocabulary,among

others.Hence,itisflexiblebecauseyoucanteachbyusingreadingaloudforyourstudentsoryou

canaskyourstudentstoread,andyoucanusealmostanyliterarygenre(likefairytale,novel,


poetry,tonameafew)ofcourseaccordingtothestudentsage,sex,etc.Forthatreason,wewant

toemphasizethisprojectonhowtheuseofreadingaloudinclasscanfosterreading

comprehensionskillsinyounglearners.

Sincewehypothesizethatthosewhoarereadtowillimprovetheirreadingcomprehensionskills

weareconvincedthatitisextremelybeneficialforanychildrenandevenfortheoldestas

researcheshaveshown (Korbey,2013).Webelievethatasteacherswearemissingthebenefitsit

canoffertoourEnglishasaforeignlanguageclasses.

Forus,itissurprisingthatreadingaloudwithallitsbenefitshasnotbeenintegratedmassivelyin

theEnglishcurricula.Itisevenmoresurprisingthatreadingaloudisnotevenmentionedin

LineamientosCurricularesdeIdiomasExtranjeros,theepistemological,pedagogicalandcurricular

guidelinesestablishedbytheColombianMinistryofEducationtosupporttheprocessofcurricular

planning,asbeingthemthereferenceforwhattodoandhowtodoitinourclasses.

Wehopewiththispapertotakeintoaccountsomerevisionoftheliteraturerelatedwithreading

aloudandtomakeadiscussionaboutthem,inordertoconsiderthemainpositiveandnegative

effectsthathavebeendiscussedforquiteafewresearchersduringloadsofyears.

LITERATUREREVIEW

Ourresearchfocusesononemaintopic,readingaloud.However,inordertocometotermson

whatreadingaloudis,itseemsnecessarytoaddressitsnaturalcounterpart:silentreading.Forabetter

understandingoftheseconceptsandtheirbenefitsanddrawbacks,firstweneedtodefineboth

concepts.AccordingtotheElementaryScienceIntegrationProjects(ESIP)readingaloudcanbe


definedasaplannedoralreadingofabookorprintexcerpt,usuallyrelatedtoathemeortopicof

study.Ontheotherhand,silentreadinginvolvesincreasedcollaborationamongstudentsandteachers

andisdefinedbythefollowingfivecharacteristics:Teachersprovideguidanceinthestudentstext

selections,studentskeeprecordsofwhattheyread,studentsreflectonwhattheyread,andboth

teacherandstudentsparticipateinminilessonsanddiscussionsfromtimetotime(Trudel,2007,p.

309)]Now,letusdiscusseachofthesekeyconceptsingreaterdetail.

SilentReading

Traditionalperspectivesonthedevelopmentofreadingskillshaveledstudentstoseereadingas

anindividual,isolatedactivity.Silentreadingisamodeofreadinginwhichthestudentshavetoreadfor

themselvesintheirmind.Thismodeofreadinghasseveralcharacteristics,accordingto(Yoon2002)

Fosteringtheloveforreadingisoneofitsmaincharacteristics.Furthermore,alongwiththeyearssilent

readinghasgainedsomecharacteristicsthathaverepresenteditasaprecisetooltohelpinthe

improvementofstudentsreadingcomprehension.Accordingtostudiesintheeducationalfield,students

whoaregiventimetoreadinsilence,haveabetterunderstandingofwhattheyreadandtendtohave

bettergradesincontrastwithotherstudents.Inaddition,readers,givemorerelevancetothemeaningof

thetextastheyabsorbthetextcontentquicklyiftheyarereadinginsilenceandgivelessimportanceto

someelementslikethepronunciationofthewords.

Furthermore,insilentreading,individualsdonothaveexternalsupports.Studentsneedtolearn

topersevereaswellasmonitorwhattheyarereadingiftheyaretocomprehendtextsthattheyare

readingsilently.Monitoringstrategiesbecomeparticularlycriticalwhenbackgroundknowledgeis

limited,acircumstancethatisoftenthecaseforlessproficientreaders(McKeown,Beck,&Blake,


2009).Teachersmustbeawareoftheirstudentsreadingprocessandimprovement,thatiswhyitisso

essentialthattheycheckthattheirstudentsarereallyhavingasuccessfulsilentreading,althoughitisa

difficultprocesstherewillbeanallocationofampletimeforactualtextreadingandensuringthat

childrenareactuallyreadingtextduringthattimeareamongtheteachersmostvitaltasksin

comprehensioninstruction(FieldingandPearson1994,62).Thishappensbecausesomestudents

basicallyfaketheyarereadingandifthereisalackoftheteacherguidance,theimprovementofthe

studentswillsuffer.

TheNationalReadingPanel(NRP)researchedeffectsofsilentreadingandconcludedsustained

silentreading(SSR)isnoteffectiveinpromotingreadinggrowth(National,2000).

AlthoughResearchershaveshownerrorsintheNRPsstudy(Fisher,2004Garan&DeVoogd,

2006Reutzel,Fawson,&Smith,2008Trudel,2007Yoon,2002),yetquestionsremainregarding

silentreadinginschool.

ComprehensionskillsinSilentReading

AccordingtoStanford,E.(2002)anyreadingpracticethatencouragesexcessfixationsand

regressionswillencouragethedevelopmentofaninefficientoculomotoractivitywhichwill,later,limit

readingrateandultimatelydiminishcomprehensioninsilentreading.

ReadingAloud

Anderson,R.C.,etal.(1985)statethatthesinglemostimportantactivityforbuildingthe

knowledgerequiredforeventualsuccessinreadingisreadingaloudtochildren.Agreatamountof

evidencehasshownthatreadingaloudenhancesreadingcomprehension.ThestudybytheU.S.

DepartmentofEducationsCommissiononReading,BecomingaNationofReaders:TheReportofthe

CommissiononReading(1985)foundconclusiveevidencesupportingreadingaloudinthehomeand


intheclassroom,anditclaimedthatadultsneedtoreadaloudtochildrennotjustwhenchildrencant

yetreadontheirown,butthroughoutallthegrades.

Thebenefitsofreadingaloudareseveral.AccordingtoUnesco(2000)inLatinAmericaifparents

readtotheirchildren,theirperformanceimprovebetween3and6points,particularlyinlanguage.

ReadingisFundamental(RIF)statesthatitpromotesbothlanguageacquisitionandliteracy

developmentand,lateron,achievementinreadingcomprehension.Krashen(2004)coincidewithRIF

inthatreadingaloudhasanimpactonvocabularydevelopment.Hestatesthatwhenchildrenare

readingaloudtheyreadmore,checkoutmorelibrarybooks,andbecomeindependentandbetter

readers.Besides,healsostatesthatchildrenenjoybeingreadto.Therefore,weasteachersshouldtake

advantageofittofacilitatestudentslearningprocess.

Readingaloudhasprovedtobehaveapositiveeffectonlanguage.AlMansour&AlShorman

(2011)foundthatstudentswhoaretaughtbythestorytellingaloudmethodshowedbetterachievement

andimprovedtheirreadingcomprehensionabilityincomparisonwiththegrouptaughtbythetraditional

method.Inthesamevein,Amer(1997)foundthatlearnershadbetterunderstandingofwhattheywere

readingwhentheteacherreadaloudtothemthanwhentheyreadbytheirownKowsary&Rouhani

(2013)foundthattheuseofstorytellingaloudinEnglishlanguageclasseshasapositiveeffectonstudents

achievementZolfagharkhani&Kowsary(2013)foundthatelementarylearnersofEnglishhaveabetter

understandingofwhattheyarereadinginateacherreadingaloudsituationthaninasilentreading

situation.

Wadsworth(2008)statesthatreadingaloudprovidestheopportunitytosupportandstimulate

learning.Shealsostatesthatreadaloudsarepowerfulbecausetheyservesomanyinstructional

purposestomotivate,encourage,excite,buildbackground,developcomprehension,assistchildrenin

makingconnections,andserveasamodelofwhatfluentreadingsoundslike.Duringareadaloud,a


teacherreadsatextaloud,andstudentsareenvelopedinariskfreelearningenvironmentthatremoves

thepressureofachievementandthefearoffailure,allowingthefreedomtowonder,question,andenjoy

materialbeyondtheirreadingabilities.DerryKoralekstatesthatitisimportanttoreadtochildrenofall

agessinceitpresentsbooksassourcesofpleasant,valuable,andexcitingexperiencesandthechildren

whovaluebooksaremotivatedtoreadontheirown.Italsoallowsparentsandteacherstoberole

modelsforreadingandchildrentousetheirimaginationstoexplorepeople,places,times,andevents.

Porras(2010)statethatwhenchildrenarereadaloudtheyareabletodoconnectionsbetweenoral

languageandtheprintthatrepresentsit.

However,accordingtoSallyGibson(2008)readingaloudalsohaveitsdisadvantages.Theauthor

mentionedinhisarticleReadingAloud:aUsefulLearningTool?manyreasonswhyreadingaloudis

notconsideredbymanyothersauthorsahelpfultoolintheELTcommunity.Onemaindisadvantageis

thatRAisnotrecommendedpracticebyGeneralELTmethodologyliteratureandthisisnotonly

becausetheyrejecttraditionalmethodsofteachingasreadingaloudbutalsobecauseitcouldbe

negativeforthestudentsifitisusedinappropriateanditcannotbegenuinelypersonalcommunicative.

Hence,thereareothersargumentsagainstreadingaloudlikeitisrequiredtobefocusonevery

wordandimpedesthechunkingofmeaningfulunits(EskeyandGrabe1988).Also,studentscanbe

easilydistractedbyotherfactorsastheteacherpronunciationorspellingerrors(Birch2002)soitisnot

aeasyreadingmethodtochooseandnotdoingitwellcanbedemotivatingforstudents.Finally,talking

aboutthethereadingstrategies,RAisnotrecommendedasitnotaidthedevelopmentofthemdueto

thelinearprogression,oneofthecharacteristicsinreadingaloud(Klapper1992).

ComprehensionskillsinReadingAloud


Becausecomprehensionisamentalprocess,itcanonlybeobservedandassessedindirectly.

Wecannotgetinsideareadersheadtoobservecomprehension,butwecaninfercomprehension

strategiesormakethemmorevisible(RhodesandShanklin213).Thatiswhy,usingreadingaloudis

easiertocatchthestudentsattentionandthereforeitwillhelptoimprovetheirreadingcomprehension

duetotheobservableeventhappeningwhenreadingaloud.

ReadingaloudwithYoungLearners

Bylisteningtostories,childrenlearnaboutwrittensyntaxandvocabularyanddevelopphonological

awarenessandconceptsofprint,allofwhicharecloselylinkedtolearningtoreadandwrite.

Younglearnersaremeanttoexpectdifferentstimulusfromtheworld,neverthelessteachers

sometimesdontworryatthemomentofgiveacorrectstimulustothem,sointhatwaytheycanreceive

apositiveideaofwhatinthiscaselearningisabout.Ifweknowthatthinkingaboutourownthinking

andusingthestrategiesthatformthismetacognitivefoundationareassociatedwiththetendencytoread

moredeeply,critically,analyticallyandindependently,shouldntcomprehensionstrategyinstructionbea

majorfocusofourworkwithchildrenwhoarelearningtoreadandreadingtolearn?Keeneand

Zimmermann(1997)Throughreadingaloudyounglearnerscanreceivethecorrectstimulusanduse

theirmetacognitioninordertoimprovethereadingcomprehensionlevel,whichhastobecomean

essentialpartofalltheteachersclass.

AccordingtoOueini,etal(2008)readingaloudwillhopefullyallowthem(younglearners)togrow

asindependentlearnersandbuildstrategiestodeduceoracquirethemeaningofnewwordswhenthey

readindependently.Huang(2006)statethatcontextualizedstorytellingwasfoundtobeaneffective

interventioninreadingcomprehensionforbothproficientandlessproficientstudents,andtheless

proficientstudentsseemedtoprofitmorefromthisapproach.


METHODOLOGY

Themaingoalofthisresearchistoprovethepositiveeffectsofreadingaloudonthereading

comprehensionofyounglearners.Thepreviousaimleadedustocarryoutanexperimentalstudy,which

isdefinedbytheNationalTeachCenterasatypeofevaluationthatseekstodeterminewhethera

programorinterventionhadtheintendedcausaleffectonprogramparticipants.Drnyei(2007)states

thatatypicalexperimentaldesignwouldbeaninterventionstudywhichcontainsatleasttwogroups:

the'treatment'or'experimentalgroup',whichreceivesthetreatmentorwhichisexposedtosome

specialconditions,andthe'controlgroup',whoseroleistoprovideabaselineforcomparison.After

presentingtheseconcepts,belowwillbepresentedourmethodsdesign.

Participants

Theparticipantsofthisresearchare11fourthandfifthgraders,6girlsand5boys,withamean

ageof9.5yearsoldfromaprivateelementaryschool,NiosAlegres.

Figure1 Figure2


Theyarefromalowermiddleclassandlivemainlywiththeirparentswiththeexceptionof2students,

oneliveonlywithhermotherandtheotherlivewithhisgrandparents.

Figure3

Mostofthemliveinhousesoftheirpropertyandhaveaccesstotelevision,radio,internetconnection,

booksandcomputers.

Figure4


Figure5

Mostofthemdonotliketoread(73%)butreadwithfrequency(72%),halfofthestudentsexpressto

read5ormoretextsayear.

Figure6


Figure7

Figure8

Theirfavoritegenreistales(64%).However,mostofthemreadbecausetheyhaveto(64%).


Figure9

Figure10

5studentsexpressthatarelativereadstothem,beingmainlytheirmother(48%).

Figure11


Figure12

Theyalsostatethattheydonotcomprehendwhattheyread(42%),andtheycomprehendmorewhen

theyreadthanwhentheyarereadto(60%).Howeverthisinformationisnotsignificativesinceonly5

studentsansweredthisquestion.

Figure13

Figure14

Sampling

Theparticipantswillbedividedatrandomintotwogroups(oneoffiveandtheotherofsix):an

experimentalgroupandacontrolgroup.Eachgroupwillhavesomesubcategoriessuchas:grade,age,

sex,etc.


Figure15

Procedure

Theexperimentalgroupwillbesubjectedto5readingaloudsessions,inwhichtheresearchers

willreadtothemfairytalesusingmultimediaaids(images).Thecontrolgroupwillbesubjectedtothe

samenumberofsessionsbutinthiscasetheywillparticipateinsilentreadingsessions,inwhichtheywill

readinsilentthefairytaleswithouttheinterventionoftheresearchers.Bothgroupswillreadthesame

fairytaleatthesamesession.Attheendofeachsessioneachgroupwillhaveanalternativeassessment

(actoutthestory,drawthetale,drawadifferentending,orderthestory)thatwillvaryaccordingto

thesessions.

Pretest 5ReadingAloud

sessions

5SilentReadingsessions

5Alternativeassessments

Posttest

Controlgroup Yes No Yes Yes Yes

Experimentalgroup

Yes Yes No Yes Yes


Figure16

DataCollectionMethods

Readingcomprehensiontests:Duringtheresearchtworeadingcomprehensiontestswillbe

takenbytheparticipants.Onewillbeheldatthebeginninginordertoknowthecurrentlevelofthe

students,andtheotherafterthereadingaloudsessions/silentreadingsessionsinordertofindoutif

thereisanyimprovementinthestudentsreadingcomprehensionability.Thetestconsistsofan

A1gradedversionofafairytaleandsixreadingcomprehensionquestions.(Annexes3and4)

Reading

comprehensiontests

Atthebeginning Toknowthecurrentlevelofthestudents

Attheend

Tofindoutifthereisanyimprovementinthestudentsreading

comprehensionabilityFigure17

Alternativereadingcomprehensionassessments:Aftereachreadingaloudsession,areading

comprehensionalternativeassessmentwillbeheld,suchas:drawthetale,sequencethe

pictures,actoutthestory,drawadifferentendingforthestory(annexe5),amongothers.

Readingaloud/silentreadingsession1

Alternativeassessment(Drawapictureforthestory)


Alternativeassessment(Actoutthestory)



Alternativeassessment(Orderthesentencesandmatchthepicturetotheword)


Alternativeassessment(Drawapictureforthestory)


Alternativeassessment(Drawapictureforadifferentendingof

thestory)

Figure18

Journal:Ajournalofeverysessionwillbeheldbytheresearchers.Initwillberecordedthe

developmentofthereadingaloud/silentreadingsessions.(annexe6)

Analysis

Thereadingcomprehensiontestswillbeanalyzedusingbasicstatisticalanalysismethods(mean,

media,mode,standarddeviation).

Readingcomprehension

test

Mean Mode Standarddeviation

Yes Yes Yes

Figure19


Thejournalwillbeanalyzedusinggroundedtheory.AccordingtoDey(2004)groundedtheory

methodsareasetofflexibleanalyticguidelinesthatenableresearcherstofocustheirdata

collectionandtobuildinductivemiddlerangetheoriesthroughsuccessivelevelsofdataanalysis

andconceptualdevelopment(ascitedinDrnyei,2007).

Thealternativeassessmentswillbeanalyzedwiththeuseofrubricsandgrading.Accordingto

AirasianandRussell(2008)rubricsareonetypeofperformanceassessment:Arubricisaset

ofclearexpectationsorcriteriausedtohelpteachersandstudentsfocusonwhatisvaluedina

subject,topic,oractivityTheexpectationsareusuallydescriptiveandhelpdevelopa

commonunderstandingofwhatisvaluedinaperformance.Theauthorsgoontostatethata

rubricincludesboththeaspectsorcharacteristicsofaperformancethatwillbeassessedanda

descriptionofthecriteriausedtoassesseachaspect.Meanwhilegradingineducation,isthe

processofapplyingstandardizedmeasurements.Fortheactivitiesofdrawingandactingoutthe

storyitwillbeusedtherubric(annexe7and8)andfororderthesentencesandmatchthe

picturetothewordactivityitwillbeusedgrading.Therubricswillhaveadifferentcriterion

dependingontheactivity.thedrawings:focustothetopic,detaildesign,useofcolor,draw,

andcreativity.Fortheactoutthestory:focustothetopic,useofEnglish,creativity.

Groundedtheory Rubric

Journals Yes No

Alternativeassessments No Yes

Figure20


FINDINGS

Thegoalofthisresearchwastoinvestigatetheeffectsofreadingaloudonthereadingcomprehensionof

younglearners.Itmakesacomparisonbetweenthereadingaloudmethodandthesilentreading

method.Theresearchershypothesizethatthosewhoarereadtowillimprovetheirreading

comprehensionskills.Thedatawerecollectedthroughapretestandaposttest,andalternative

assessmentsandjournalsofthesession.Thetestsandthealternativesassessmentswereanalyzedusing

basicstatisticalmethods.Inthecaseofthealternativesassessments,itwasnecessarytheuseofa

rubric.Ontheotherhand,thejournalentrieswereanalyzedusingqualitativemethods.

Quantitativedata

Figure21and22showtheresultsofthepretest.Itwastookbyalltheelevenstudents,6students

werethecontrolgroupand5theexperimentalgroup.

Figure21 Figure22

Fromthecontrolgroup1student(16%)got3rightanswersoutof6,2students(33%)got4right

answersand3students(50%)got5rightanswers.Ontheotherhand,fromtheexperimentalgroup1


student(20%)got2rightanswersoutof6,2students(40%)got3rightanswers,1student(20%)got

4rightanswers,and1student(20%)got5rightanswers.

Mean Mode StandardDeviation

Controlgroup 4.3 5 0.8

Experimentalgroup 3.4 3 1.14

Figure23

Figure24and25showtheresultsoftheposttest.Thistestwastookby10students,sinceoneofthe

studentsofthecontrolgroupmissedthatclass.Therefore,boththeexperimentalandthecontrolgroup

werecomposedof5students.

Figure24 Figure25

Fromthecontrolgroup1student(20%)got1rightansweroutof6,2students(40%)got5right

answers,and2students(20%)got6rightanswers.Ontheotherhand,fromtheexperimentalgroup3

students(60%)got3rightanswersoutof6,and2students(40%)got4rightanswers.



Controlgroup 4.6 5 2.07

Experimentalgroup 3.4 3 0.3

Figure26

Makingacomparisonbetweentheresultsofthepretestandtheposttestitcanbesaidthattherewere

notanysignificativeimprovementonthereadingcomprehensionskillsofthestudentsoftheexperimental

group.

Alternativeassessment

Thealternativeassessmentsrepresenttheprogressineachreadingaloud/silentreadingsessionthat

boththecontrolandexperimentalgroupmadeduringtheresearch.Figures27and28showsthemean,

modeandstandardmediationforeachalternativeassessmentsession.

Eachsessionwasassessedindividuallyineachthecontrolandexperimentalgroupthatis,everystudent

hadhisindividualgradeandthentheywereputtogetherinachart,onesidewasforthecontrolandthe

otheronefortheexperimentalgroup.However,thesession2wasassessedingroupbecauseofthe

activitythatwas,actoutthestoryandthestudentsparticipatedinteamssotherewereonlytwogrades

andconsequentlythemodeandthestandarddeviationcouldntbecalculated.

CONTROLGROUP



Session1(Drawapictureforthestory) 3.8 3.6,3.7,3.8,4.2 0.26

Session2(Actoutthestory) 3.8

Session3(Orderthesentencesandmatchthe

picturetotheword)

2.9 2.7 0.4

Session4(Drawingthetale) 3.7 3.3,3.5,3.6,3.8,4,4.4

0.3

Session5(Drawapictureforadifferentendingofthestory)

4.2 4.6,4.3,4.2,3.7,4.1

0.3

Figure27

EXPERIMENTALGROUP


Session1(Drawapictureforthestory) 4 4 0.3

Session2(Actoutthestory) 4.6

Session3(Orderthesentencesandmatchthepicturetotheword)

2.8 2.5,2.7,2.8,3,3.4

0.11

Session4(Drawingthetale) 3.86 3.4,3.5,3.8,4,4.6

0.4

Session5(Drawapictureforadifferentendingofthestory)

3.75 3.6 0.3

Figure28


Itcanbesaidthatinbothgroupsthedifferentalternativeassessmentsaffectedtheresultsineach

session.Meanwhilethedrawingshadapositiveresult(session1,4,5)withuppergradestheactivity

oforderthesentencesandmatchthepicturetothewordhadanegativeresult(session2)withthe

lowestgradesinbothgroups.Hence,theactivitiesthatshowedamajorresultwereinthecontrol

group,drawapictureforadifferentendingofthestoryandactoutthestoryfortheexperimentalgroup.

Talkingabouteachsessionandtheresultsforbothgroupsitcanbesaidthatinsession1fordrawinga

pictureforthestory,thereisalittledifferenceamongscoreswith3,8forthecontrolgroupand4,0for

theexperimentalgroup.Insession2withactoutthestory,thereisawidestdifferencebetweenscores

with3,8forthecontrolgroupand4,2intheexperimental.Insession3withorderthesentencesand

matchthepicturetotheword,thereisaminimumdifferencewith2,9forcontrolgroupand2,8forthe

experimentalgroup.Insession4withdrawingthetale,thereisalittledifferentamongthescoreswith

3,7forthecontrolgroupand3,86fortheexperimentalgroup.Insession5withdrawapicturefora

differentendingofthestory,thereisadifferencesamongthescoreswith4,3inthecontrolgroupand

3,75fortheexperimentalgroup.

Asitisevidencedthereisnoawidestdifferenceamongthescoreofthegroups.Itcanbesaidthatthe

experimentalandthecontrolgrouphadaequivalentperformanceinalmostallthealternative

assessmentsbutthesessionofactoutthestoryinwhichtheexperimentalgroupdiditbest.

Qualitativedata

Thejournalentrieswereanalyzedusinggroundedtheory.Inrelationtothestudentsandthe

developmentoftheclassesineachgroup,thecategoriesthatarisefromthejournalswere:


Participation

Allthestudentsarereallyparticipative.Theylikeandenjoyreadingthefairytales.

Payingattention

Fewstudentsaredistractedandtalkativemostofthetimeatthebeginningofthereading

sessionsand/orthebeginningoftheassessment.

Theresources:ComputersRoom

Althoughintheschoolthereare6computersonlyoneofthemhasspeakers.Forthatreasonwe

workedonlywiththatcomputer.Allstudentshadtowatchthetaleusingthatcomputer.

Excitement

Duringthereadingsessionsstudentsgotreallyexcitedofhavingusdoingtheactivitieswiththem.

Inrelationtotheassessmentthecategoriesthatarisefromthejournalswere:

Actout:theirfavoritetypeofassessmentwasactoutthestory.Theyenjoyeditalot

althoughitwaslimitedduetothefewwordstheyknow.

Drawingthetale:theyalsolikethistypeofassessment.Whiledrawingmostofthe

studentsarecommittedandfocusoncompletingthetask.

PEDAGOGICALIMPLICATIONS


Usingreadingaloudasastrategyforimprovingstudentsreadingcomprehensionskillsseemednottobe

veryeffectiveusedinyounglearners.Accordingtothedatacollectedandtheanalysismadeduringthe

investigation,therewasalackofimprovementinthestudentscomprehensionskill.Conversely,

studentsshowedduringtheclassesalikingaboutthesessionsmadeeveryweekwhatmakeusreflect

abouttheirmotivationconcerningreading,whichcanbeaconcepttoconsiderinfurtherresearches.On

theotherhandallthestorieswereretrievedfromtheBritishCouncil,apagededicatedtoteachEnglish

foryounglearners,whatmadethetalesappropriate,usefulandmeaningfulforthem.

Havingestablishedtheresultsoftheresearch,itcanbesaidthatthereweresomelimitationsthatcould

affectthefinalresultsofthestudy.Firstly,thelackoftimeusedtodevelopthewholeinvestigation,due

tothiskindofeffectsarebettercheckedwhentheresearchiscarriedinalongperiodoftime,because

inthatwayinvestigatorscandoanexhaustiveprocesswitheachstudent.Secondly,thesmallsampleof

thestudentscanalsobeafactortoconsideredduetothattherewereonly11students,fourfromfifth

gradeandsevenfromfourthgrade.Lastbutnotleast,itisimportanttomentionthateffectsresearchers

causedoneachreadingaloudsessionmustbetakenintoaccountaspectssuchasthevoice,thetone,

therhythm,amongothers.

Torecap,itwouldbeusefultoconsidertheuseofreadingaloudinEnglishclasses.Althoughwiththis

studytheresultscouldnotbeshowed,therehavebemanyothersthatclaimedtheuseofreadingaloud

tofosterreadingcomprehensionskills.Exemplifyingthis,astudywasdoneinwhichsomestudentsread

400wordpassagessilentlyandaloudandafterthisareadingcomprehensiontestwasdonetheresults

showedthatthosewhoreadaloudweresignificantlyhigherthanthoseinsilentreading.Hale,A.

Skinner,C.Williams,J.Hawkins,R.Neddenriep,C.Dizer,J.(2007)Theuseofreadingaloudhas


beensupportedalongtheyearsandtheresultsaregoodinthestudentsstimulatingtheirmotivationsas

well.

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ANNEXES


CONSENTFORM

*ObligatorioPrincipiodelformulario

CONSENTIMIENTOPARASERPARTEDEUNA

INVESTIGACIN

Finaldelformulario

INTRODUCCINEstainvestigacinserrealizadaporDanielDelgado,VanessaSerranoyKaren

MuozenelColegioNiosAlegresdeBucaramangaTr2710545AsturiasIIparaverlainfluencia

quetienelalecturaenvozaltasobrelacomprensinlectoraenniosde911aosdeedad.

PROCEDIMIENTOS

Losestudiantescompletarnuncuestionario.Elcuestionarioconsistirde21preguntasytendrn

aproximadamente60minutospararesponderlo.

RIESGOS/INCOMODIDADES

Existenpocosoningnriesgoconlaparticipacinenlainvestigacin.BENEFICIOSEsperamoscon

estainvestigacincomprobarlaeficienciadelalecturaenvozaltaloqueserdeayudaparael

desarrollodehabilidadeslectorasymetacognitivasenlosparticipantes,tambincontamosqueconeste

proyectolosestudiantesdesarrollenymejorensuhabilidaddecomprensindelectura.


CONFIDENCIALIDAD

Todalainformacindadapermanecerentotalconfidencialidadyserreportadacomoinformacinde

grupomsnoespecfica.Todainformacin,incluidosloscuestionariossernguardadosenunlugar

seguro,enelcual,nicamentelaspersonasrelacionadasconlainvestigacintendrnaccesoaesta.

Despusdequelainvestigacinfinalice,loscuestionariosytodainformacinrelacionadaserdestruida.

COMPENSACIN

Losestudiantespodrncontarconincentivosdetipoexterno(stickers,carasfelices,etc..)yaque

contamosconungrupodeniosdeprimariaysumotivacinseenfocaprincipalmenteenrecompensas

quelesproporcionen.

EXCEPCINDERESPONSABILIDAD

Alaceptarparticiparenestainvestigacin,seestjurandotenerserviciodesaludvigente.Tambin,se

estaceptadoeximirdetodaresponsabilidadalosinvestigadoresencasodeaccidente.

PARTICIPACIN

Laparticipacinenestainvestigacinesvoluntaria.ELparticipantepodrencualquiermomento

retirarseonegarseaparticiparporcompletosinriesgoalgunoensunota,gradoonivelenelcolegio.

PREGUNTASACERCADELAINVESTIGACIN

Sitienealgunadudasobrelainvestigacinporrealizar,ustedpodrcontactaralosinvestigadoresa

travsdelossiguientescorreoselectrnicos:[email protected],Vanessa

[email protected]@gmail.comoalasesordela

[email protected]

*

Heledoyentendidoelconsentimientoanterior,porlotantoaceptoparticiparenlainvestigacin.

S

No


Annexe1

QUESTIONNAIRE

CUESTIONARIO

Estecuestionariotienecomoobjetivoconocerelcontexto,loshbitosdelectura(frecuencia,gneros)y

gustosliterariosdelosestudiantes.Ascomosurelacinconelingls(gusto,uso,prctica).

INFORMACINPERSONAL

Pregunta1

Nombrecompleto

Pregunta2

Edad

Pregunta3

Dndevive?

Pregunta4

Conquinvive?

Padres

Sloconsumam

Sloconsupap


Consusabuelos

Otro:

Pregunta5

Viveen:

Casa(propia)

Casa(arrendada)

Apartamento(propio)

Apartamento(arrendado)

Otro:

Pregunta6

Dondevivotengoaccesoa:(puedeescogermsdeunaopcin)

Televisor

Computador

Radio

Libros

Conexinainternet

*ObligatorioPrincipiodelformulario

HBITOSDELECTURA

Pregunta7

Legustaleer?

Si

No

Pregunta8

Cadacuntolee?

Nolee

Casinunca


Aveces

Frecuentemente

Seguido

Pregunta9

Cuandolee,lohacepor:

Gusto

Porqueletoca

Otro:

Pregunta10

Cuntostextos(libros,cuentos,historias,etc.)leealao?

Ninguno

Uno

Entredosycuatro

Entrecuatroycinco

Cincooms

Pregunta11

Quesloquemslee?(puedeescogermsdeunaopcin)

Cuentos

Novelas

Mitosyleyendas

Otro:

Pregunta12*

Algnfamiliarlelee?

S

NoFinaldelformulario

Pregunta13

Quinlelee?


Supap

Sumam

Otro:

Pregunta14

Creequeentiendemscuandoleeocuandoleleen?

Cuandoleo

Cuandomeleen

Pregunta15Creeentenderloquelee?S

No

Nosabe/noresponde

GUSTOS

Pregunta16

Culessudeportefavorito?

Pregunta17

Culessupasatiempofavorito?

Pregunta18

Culessugneromusicalfavorito?

Pregunta19

Culessuprogramadetelevisinfavorito?

Pregunta20

Quinessupersonajetelevisivo/literariofavorito?

Pregunta21

Culessumateriafavorita?


Graciasporparticiparenestainvestigacin.Apreciamossubuenavoluntadycolaboracin.

Annexe2FIRSTREADINGCOMPREHENSION

Name:________________________________________________________________________

SNOWWHITEANDTHESEVENDWARFS

SnowWhitewasverybeautiful.Herskinwasaswhiteassnow.Herlipswereasredasrose.

Andherhairwasasblackasebony.ButSnowWhitesstepmomenviedherbeauty,soshewantedahuntertokillSnowWhite.Thekindhunterletherrunintotheforest.

Heaskedhernottogobackagain.Shewonderedintheforestallalone.

Shecametothehomeofthesevendwarfs.Shehelpedthemtocookandcleaneveryday.

Untilawitchgaveherapoisonedfruit.Shefelldownandthenstoppedtobreathe.Ahandsomeprincefellinlovewithher.

Andhiskissandlovebroughtherbacktolifeagain.

1)SnowWhitewas?A.BeautifulB.KindC.Handsome2)WhatcolorareSnowWhiteslips?A.RoseB.RedC.Orange


3)WhatSnowWhitesstepmotherenviedher?A.HerhairB.HerskinC.Herbeauty4)Whatdidthehunter?A.HeletSnowWhiterunintotheforestB.HewonderedC.Hedidanything 5)WhatgavethewitchtoSnowWhite?A.AgiftB.ARoseC.Apoisonousfruit6)Whatwasthestoryabout?A.Agroupoflazydwarfs.B.Aprincesswhoispoisonedbyherstepmotherandisawakenbyaprince.C.Astepmotherwholikeshunting.


Annnexe3FINALREADINGCOMPREHENSION

Name:____________________________________________________________

RAPUNZEL

Apoorcouplestealsomevegetablesfromtheirneighbor,anoldwoman.Shetakestheirbaby,whomshecallsRapunzelandkeepsherinatower.AprinceseestheoldwomanclimbingupthetowerusingRapunzelslonghair,andhetooclimbsupsecretly.Theyfallinlove.Theoldwomanhearstheirplanstoescape,andshebecomesveryangry.ShecutsRapunzelshairandusesittotricktheprinceintoclimbingup.Shedropsthehair,andtheprincefallsintoathornybushandbecomesblind.Rapunzelescapesandlooksforherprince,singingasadsong.Onedayhehearshersinging,andtheymeetagainshecriesforjoy,andhertearscurehisblindness.Theygetmarriedandneverseetheoldwomanagain

1. Whatisthenameofthebaby?a) Babyb) Rapunzelc) Whom

2. WheretheoldwomankeepsRapunzel?a) Inatower


b) Inahousec) Inanapartment

3. Rapunzelhas?a) Shorthairb) Longhairc) Itisnotsaid

4. Theprincefallsintoa?a) Atreeb) Amattressc) Abush

5. Whatcurestheprinceblindness?a) Rapunzelstearsb) Amedicinec) Rapunzelssong6. Whatsangrapunzel?

a)Asadsongb)Ahappysongc)Afunnysong

Annexe4


Annexe5


CLASS6:April1st

Tale:Thelazybear

JOURNAL

Thestudentsasalwaysgotexcitedbecausewewerethere.Thistimetheyknewwhatwerethe

stepstofollow.Thestudentswhohavetogodownstairsdiditquietlyandtheothersstayedin

theclassroom.Thestudentsintheclassroomwereinsilent,theyworkwellwiththereading

althoughtheywerecomplainingaboutdidntgodownstairs.

Ontheotherhand,thestudentsdownstairswerehappytowatchthevideoandlistentothe

story.Almostallofthemwerequietlyandwerepayingattention,butoneofthemwasdistracted

sotheresearcherhadtorepeatonepartofthestorytocheckthatallofthemwerefocusedon

thestory.Attheendtheresearcheraskedsomequestionstoconfirmthattheygotthewhole

ideaofthetale.

Assessment:Drawapictureforadifferentendingofthestory

Atfirstthestudentswerenotconcentratedontheactivity.Sotheresearchersdrewapictureof

thebearintheboard,thentheystartedtodraw.Somewerecommittedwiththepicturebutsome

otherswerelookingattheirpartnerstogotsomeotherideas.

Annexe6

final paper research delgado, muñoz, serrano

Documents