Reading aloud as a strategy for the development of reading fluency in 8th grade students of the I. E. Liceo Panamericano Campestre

Abstract

The purpose of this thesis was to explore how reading aloud as a strategy might affect the reading fluency of L2 in 7 students from 8th grade of a school in the Colombia Caribbean. This case study was developed under a mixed methods paradigm, using speed as a quantitative variable and prosodic aspects of fluency as the qualitative variable, which were assessed with the CBM/ORF format and rubrics from Rasinski respectively. For this study, reading aloud activities were implemented through a series of didactic guides that acted as protocols. The design was a creation of the researcher following the school’s specific directions on guides and the protocol used in the reading platforms Read Naturally and MyOn. Among the findings, it was established that all participants showed progress in terms of speed and prosodic aspects of reading fluency but it was more notorious in lower students, who did not reach an advanced level but presented the highest variation in pre and post-intervention.