Teaching guide to improve reading fluency: case of the Kingdom of England Educational Unit Guía didáctica para mejorar la fluidez de la lectura: caso de la Unidad Educativa Reino de Inglaterra

Abstract

It is essential for students to develop skills to communicate and understand the world through the written word; however, there are notorious difficulties in reading fluency that negatively impact student development. The objective of this study was to create a didactic guide for the improvement of reading fluency in third year students. The methodology has a mixed approach, multilevel concurrent nested design, explanatory scope and inductive method. Convenience sampling was used, selecting 18 students and one teacher. The data collection technique used was direct observation. As instruments, a semi-structured questionnaire was designed and validated to understand the problem of reading fluency; and a checklist for pretest and posttest. As results, the pretest diagnosed that students have difficulties in all reading fluency indicators (rhythm, accuracy, pauses, volume and reading parameter). Likewise, the teacher mentions using individual readings as the main method for teaching. Therefore, a didactic guide is applied based on games and interactivity as principles during 12 classes, achieving that the students reach the skills for reading fluency, 44% in rhythm, 39% in accuracy, 50% in volume and 33% in reading parameters. It is concluded that the diagnosed problem requires a permanent and continuous intervention to obtain greater results, despite the fact that the guide has had a significant impact, the teaching culture must continue to change, encouraging the application of active strategies.