REPEATED READING METHOD IN PRIMARY STUDENTS Garcia y Roca Larios.pdf · Investigación e...

Investigación e Innovación en Educación Infantil y Educación Primaria

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REPEATED READING METHOD IN PRIMARY STUDENTS

María José Rivas García (*) y Julio Roca de Larios (**)

(*)CEIP Santa Florentina (La Palma - Cartagena)

(**)Dpto. Didáctica de la Lengua y la Literatura. Área de conocimiento Ingles. Universidad de Murcia Resumen Este proyecto analiza la aplicación del método de lectura repetitiva con alumnos de 5º de primaria en un colegio español. Para ello propongo una metodología basada en la reiterada lectura de un libro de texto adaptado a los alumnos y un modelo de lectura auditivo y cuyo principal objetivo es la mejora de la pronunciación, entonación y comprensión lectora. Seis estudiantes fueron grabados tres veces mientras leían un determinado estrato de mencionado libro. Posteriormente sus producciones fueron analizadas teniendo en cuenta una serie de parámetros a nivel de palabra y frase. La colaboración de los padres fue también muy necesaria ya que fueron responsables de guiar a sus hijos durante la lectura en casa. Es muy importante encontrar nuevas técnicas para apoyar el aprendizaje de la lengua extranjera y sobre todo la competencia comunicativa de los alumnos. Abstract This project is intended as an attempt to improve 5th grade children’s pronunciation, intonation and reading comprehension in English as a foreign language through the application of the repeated reading method. For this purpose, a methodology based on the repeated reading of a textbook and a model of auditory reading was used. Six children were recorded three times while reading aloud a specific passage of the book and their productions were analyzed taking into account a number of parameters at word and sentence level. The collaboration of their parents was also very necessary, as they were responsible for guiding their children in their reading at home. The results indicate that it is very important to find new techniques to support the learning of foreign languages and especially children’s communicative competence.

THEORETICAL FRAMEWORK For many years, three basic definitions of reading have driven literacy programs in the United States (Foertsch, 1998). According to the first definition, learning to read means learning to pronounce words. The second definition holds that learning to read means learning to identify the meaning of words, while the third one accounts for learning to read by means of bringing meaning to a text in order to get meaning from it. Although these definitions reflect long-standing views of reading, current literacy research supports a more comprehensive definition of reading. This new definition includes all of the above definitions and places learning skills in the context of authentic reading and writing activities. It recognizes the importance of skill instruction as one piece of the reading process (Allington & Cunningham, 1996; International Reading Association & National Association for the Education of Young Children, 1998; Maryland State Department of Education, n.d.; Snow, Burns, & Griffin, 1998), and also supports balanced reading instruction for all students (Allington & Cunningham, 1996; Au, 1993; Foertsch, 1998; International Reading Association & National Association for the Education of Young Children, 1998; Snow, Burns, & Griffin, 1998). Reading in a foreign language Reading provides many opportunities for learners’ L2 language development, especially in EFL settings where the sources of oral L2 input are very limited (Day & Bamford, 1998; Gebhard, 1996). However,


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reading in a second or foreign language (L2/FL) is generally taken to be a laborious process (Anderson, 1999; Jensen, 1986; Segalowitz et al., 1991) because L2 learners usually come to the reading task with underdeveloped word recognition skills, i.e., those skills which are supposed to integrate the lower-level processes of reading through which readers access word pronunciation and meaning from texts. The consequence is that L2 readers usually believe that reading every word will lead them to a better understanding of the text. Unfortunately, the slow reading pace that this belief involves may discourage learners from practicing reading. There is thus a need for methodologies that may help students read faster and that, as a result, may encourage them to read more and have more opportunities to achieve a better competence in a foreign language. Given the situation of most FL learners, who, as compared to their L1 counterparts, do not learn the language orally before learning to read, these methodologies should favour the simultaneous development of FL learners’ oral language and reading skills (Grabe and Stoller, 2002; Koda, 1996, 2005). The Repeated Reading method In the last decades there have been several methods and approaches used by practitioners to try to improve learners’ reading skills both in first and second language contexts. One of these methods is the so- called Repeated Reading method (from now on RR), which originally consisted of asking learners to reread a short, meaningful text several times until a satisfactory level of fluency is reached. Nowadays, some variations have been added to the method such as, for example, the unassisted RR programs, which do not involve a reading model, or the assisted RR programme, in which an audio-cd model of reading is supplied. Among the assisted RR programs, the most commonly used are the Neurological Impress Method (Heckleman, 1969), which involves rapid paired reading by the teacher and students, and the Reading-while-Listening Method (Carbo, 1978; Chomsky, 1976; Rasinki, 1990), which allows students to read continuous text along with a taped version of it. The RR method emerged largely from the theory of automatic information processing in Reading (LaBerge & Samuels, 1974). According to this theory, a fluent reader decodes text automatically, that is, without attention, thus leaving attention free to be used for comprehension. The method, if practiced regularly for a certain amount of time, has been found to help learners (i) improve their comprehension skills by allowing them to focus their attention not so much on the form of the text but on its meaning, and (ii) be beneficial for the development of learners’ vocabulary, as it apparently enables them to read longer and phonologically appropriate phrases. In what follows, a brief account of this research will be presented. Use of repeated Reading in L1 Settings RR has extensively been studied in English L1 contexts and shown to be effective in developing reading fluency -as measured though oral reading rates- and accuracy, which appears to lead to better comprehension among monolingual readers of English. In addition, practice effects of re-reading passages seem to be carried over to new, unpractised passages in terms of reading rates, accuracy, comprehension and readers’ vocabulary development (Gorsuch & Taguchi, 2008). Nevertheless, it has also been found that, unless the degree of overlapping in vocabulary between the read passages is high, the transfer to a new unpracticed passage is minimal in terms of reading rates (Rashotte & Torgesen, 1985). This implies that, in the case of the RR, the use of a series of passages or a whole story, rather than unconnected texts, may be more effective for pedagogical purposes because of the overlap in vocabulary involved.


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Use of repeated Reading in L2 Settings Some L2 reading researchers have suggested that RR might work as a means of developing word recognition skills and reading speed among L2 readers. Grabe (1991) suggested that RR might be effective for L2 readers who are, by defintion, slower and less accurate in decoding than L1 readers. Anderson (1994) included RR among the several methods he proposed to develop L2 readers’ reading fluency. Blum (1995) found that a home-based RR with an auditory model was an effective way to increase readers’ ability to read fluently and accurately. This investigation also proved that the use of the method improved readers’ motivation, which is a very important factor to be considered when learning a foreign language. In this L2 context, and in line with the procedures used in L1, readers repeatedly read an adapted easy text in order to increase their recognition skills both at word and sentence level. In 1997, Taguchi analyzed the effects of RR on English reading aloud and silent reading rates of 15 Japanese EFL university students who had been asked to read a text seven times without a model and another three times with an audio-taped model, throughout a 10 week period. Silent reading rates increased with the practiced text but unfortunately readers were not able to transfer the acquired reading rates to the reading of a new passage. In spite of this general tendency, there was an exception with the lowest-level readers, who showed an important improvement in their oral reading rate of the new text. Motivated by Taguchi’s result, Taguchi & Gorsuch (2002) focused on RR transfer effects for silent reading rate and comprehension of new passages. Their results were inconclusive. They found that the programme significantly improved the participant’s reading rates from pre-test reading passages to a post-test reading passage. However, reading rate gains from the first RR session to the final RR session approached but did not reach statistical significance. In addition, control and experimental group participants showed similar and modest transfer gains for reading comprehension from the pre-test to the post-test. Another study by Gorsuch & Taguchi (2008) analyzed a 11-week quasi- experimental RR study carried out with university-level Vietnamese learners of English using improved reading comprehension testing procedures. The results suggested that the experimental group gained in reading fluency, and comprehended significantly more tan the control group. Bearing in mind the reported benefits of RR (especially with L2 low-level learners) as well as my own concerns with Spanish children learning English pronunciation, I decided to concentrate my attention on my own educational context and look at the effects of this teaching method on schoolchildren’s pronunciation, rhythm and comprehension skills. As it is, I had not found any study on this issue in the literature I had reviewed. The teaching of pronunciation has been related to the teaching of grammar and vocabulary since it was first systematically approached shortly before the beginning of the twentieth century. Since pronunciation was acknowledged as a contributing factor to language acquisition, it has come in and out of fashion as different movements in language acquisition and teaching have prevailed. Accordingly, teachers have generally adopted two broad approaches to the teaching of pronunciation: i) an intuitive-imitative approach, which assumes that a student’s ability to listen to and imitate the rhythm and sounds of the target language will lead to the development of an acceptable threshold of pronunciation without the intervention of any explicit information; and ii) an analytic-linguistic approach, which recognizes the importance of the explicit intervention of pronunciation pedagogy in language acquisition. Pedagogical aids such as the phonetic


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chart, articulatory descriptions, explanation of the form and function of prosody and practical exercises such as repetition, minimal pair drills and rhythmic chart form the basis of an explicit program of accent modification. In traditional pedagogy, pronunciation has been viewed as the sum of three components, namely sounds, rhythm/stress and intonation, which, due to their complexity, have generally been explained as separate strands. Still, novel trends hint at an integrated, holistic approach through which students are expected to improve pronunciation and listening comprehension in English by means of language awareness, discrimination activities and ear training. Routines of ear-training are thus fundamental in the teaching- learning task and, it is because of that, that I planned to use the RR method with my pupils with a view to improving their pronunciation at segmental and suprasegmental levels. Based on these premises, the present study investigates the effects of RR on schoolchlidren’s pronunciation and rhythm rates, and also examines transfer effects of reading gains from RR. Thus, the research questions this Project aims to give answer to are the following:

- What changes in reading aloud can be observed among Spanish Primary School children after a Repeated Reading experience?

- How do students perceive the effectiveness of each method?

- What are their parents’ perceptions as supporters of the experience?

DESCRIPTION OF THE EXPERIENCE Context The experience took place in a State Primary School in La Palma, a small village located in an agricultural area. Most children attending the school come from working class families whose main occupations are in the agricultural, services, industry and transport sectors, and whose socio-economic status is predominantly lower-middle class. Although most parents have only finished their Primary Education, some of them have been able to complete Secondary Education and just a few hold a university degree. Participants The children that took part in the study were in their fifth-year of primary education, and had been learning English as a foreign language at the school since they were three years old. All of them showed great motivation in learning English as well as in the rest of curriculum subjects, had a lot of imagination and creativity, liked expressing what they felt and seemed to be quite interested in the project. Although the Project was put into practice with all the pupils in the class (n=25), I recorded ten children but only analyzed the performance of six of them. This group included four females and 2 males, whose mean age was 10, and were selected taking into account their English proficiency level. Pupils A and B had a higher level of proficiency than the rest of their classmates. They loved English and they were always demanding more activities. Pupils C and D were average and they did not have any specific problems in any area of the curriculum. Finally, pupils E and F were considered low-level learners, as they hardly reached the minimum objectives required in the different areas and had many difficulties in learning English.


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Methodology The text book for the RR program was a short story from MacMillan ‘A day in the city’, recommended for 5th level English students. The children were asked to read the story aloud at home at least three times a week for six weeks in front of their parents, who had to sign a reading control card each time their children read. I gave the children a CD with the story so that they could use it as a reading model. The students were instructed to listen to the CD before every reading session and to try to pronounce as the model reader. At school, one lesson per week was devoted to the following aspects:

- New vocabulary, which was introduced to the students with the help of flashcards and the Internet.

- Phonetic transcription of the new vocabulary, following the phonetic chart (see appendix) they had been working on for a number of years.

- Understand the meaning of the story by answering questions.

- Improvement of the supra segmental phonetic with the help of the CD, to understand the stress and rhythm.

Furthermore, every Thursday I checked the children’s reading cards to monitor their progress and encouraged them to keep reading for the weeks remaining. The parents played an important role in the development of the project and the participated actively without apparent difficulties. Below is a teaching plan for the development of the project:

Session 1 15/04/10

• Introduction to the book

• Reading aloud one by one

• Comprehension questions

• Pronunciation of individual words

Session 2 22/04/10




Session 3 29/04/10




Session 4 6/05/10


• Working on difficult words

• Rhythm and stress

Session 5 13/05/10




Sesion 6 20/05/10




Session 7 27/05/10

• Reading aloud

• Last doubts and correction

• Impressions about the method

• Self evaluation


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Although I planned the different sessions, I never actually knew what was going to happen in the class until it happened. Therefore, this was an open teaching plan and variations were in fact added to the methodology to adapt my teaching to the different situations. Evaluation procedures In order to answer to the first research question (the changes in reading aloud that could be observed among pupils after the RR experience), the six pupils were recorded three times. The initial recording took place before the project started. After three weeks working with the book at home and in class, the pupils were recorded a second time. The same passage was also repeated in the third recording, which took place after the sixth week of training. All the recording were analyzed both at segmental and supra segmental levels.

- Segmental level. Pupils were evaluated taking into consideration the mistakes they made when pronouncing individual words. These mistakes were classified according to the following criteria (see appendix)

Vowel insertion

Vowels reduction

Vowel substitution

Consonant substitution

Consonant omission

Wrong Word stress

- Supra segmental level. At this different level, I tried to assess the students’ rhythm when reading aloud in English.

In addition to these pronunciation data, responses to open- ended questions about the advantages and disadvantages of the method were collected from the pupils (see appendix) ANALYSIS OF RESULTS Among students The results of the present project indicate that RR is an effective method to improve English pronunciation, as shown in the following table:


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Table 1: Percentages of reading progressions

As shown in table 1, the children’s pronunciation improved throughout the training period. The first time they recorded the text, they were given five minutes to pre-read it but no listening input was given. They had to use their available linguistic resources to read the chosen chapter as well as possible. The mistakes made ranged from less than 15 % of errors by the advanced students to up to 20 % of mistakes by the lower-lever students. In the second and third recordings we can appreciate a considerable decrease in the percentage of errors made. This fall can be the result of the fact that, as the project developed, the children were able to learn the pronunciation of most words appearing in the texts. However, it is also important to emphasize that students may need more than six weeks to internalize the pronunciation of difficult words. As for the supra-segmental level, most students were able to stress almost all the words correctly in the first recording, but only the advanced children were able to internalize the correct rhythm of the text. Having dealt with the general results of the project, it is time to focus on how each student individually performed on each of the six segmental dimensions mentioned above. The results of the advantaged students (A and B) are showed in tables 2 and 3. They show the development of the mistakes made along different dimensions.

Table 2 and 3: Students A and B progression

A B C D E F

0

5

10

15

20

25

READING PROGRESSION

1ST RECORDING

2ND RECORDING

3RD RECORDIN

STUDENTS

% E

RR

OR

S


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Those tables show us that both students improved on their reading abilities when they recorded the selected passage. It is important to note that most mistakes are concentrated on the vowel substitution, reaching the 25 % of errors, following by the consonant omission. Nevertheless in both dimension there is also a decrease in the number of error from the first reading to the third one. After six week s of readings, there were still mistakes mainly in those words students had perceived as difficult. Those students also paid attention on the rhythm and intonation when reading the text the second and third time. Once students have acquired the pronunciation of the words, they can pay attention to the rest of the component of the pronunciation skills, reaching a better level of comprehension. The next tables (4 and 5) show the reading results of the average pupils (C & D)

Tables 4 and 5: Students C and D progression


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Both pupils reduced their mistakes considerably in the six dimensions evaluate but, after the six weeks, there were still some persisting errors which could not be changed. It is also important to note that, although some errors were corrected in the second and third readings, new ones appeared. The main errors made were related to vowel and consonant substitution. Finally, as students were consolidating the pronunciation of individual words, correct rhythm patterns started to appear. Tables 6 and 7 show that the low-level students also improved their productions and were understood when reading, but their percentage of errors in the last recording was still high. These students showed improvement but at a slow rate. They made many mistakes in the first recording and it was very difficult to understand what they read, but at the end of the program they were better understood. Regarding rhythm, they did not achieve an acceptable level, but they will probably improve if they continue practicing.

Table 6 and 7: Students E and F progression

Student’s questionnaires After the project was completed, the pupils were asked to answer an evaluation sheet about different aspects of the method. This questionnaire consisted of open questions intended to capture the pupils’ opinions about the advantages and disadvantages of the method, as they perceived it. The questions were the following:

- Do you like the story? - Would you like to do it again with another book? Why?


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- Did your parents help you with the activity? - Have you noticed you have improved your English reading skills? - After some weeks, did you notice you had improved? - Did you try to pronounce like the CD? - Have you learned new vocabulary? - Give a mark to the project

Those questions were written in Spanish and English, and the pupils were given the chance of writing their answers in either language. Most students liked the story, and some of them added that the more they read it the more they enjoyed it because they could understand it better. When asked if they would do the activity again, most children said that, although it was an interesting homework activity, they didn’t like to be recorded because they felt anxious and being observed and did not read properly, as a result. The children’s parents seemed to have helped them with the activity, and some children even told me that their mothers had learnt the text by heart although they didn’t speak English. On the other hand, all the children noticed that their pronunciation had improved after the six weeks, and claimed that although it was difficult to pronounce like the CD especially at the beginning of the program, they felt they had met the challenge little by little. They also took notes not only of the meaning but also of the pronunciation of the new words they had learnt The average mark given to the project by the children was 8.5, which indicates that most of them saw the method as a good activity. Among parents The opinion of the parents was also taken into account. From the very beginning we tried to encourage parents to participate actively in the training project, and so they did. In the reading cards, the parents had the opportunity of writing about the feelings they had when their children read and about the advantages and disadvantages they perceived in the method. Most of them shared the same opinion: the children were improving their English reading skills. The method was thought to be very effective because the children had to spend some time reading in English every day. After the training period, I sent the parents a questionnaire with five open questions in order to collect their opinions. The five questions were the following:

• Do you like the methodology? Why? • Have you noticed any changes in your child’s pronunciation after each reading? • Which are the advantages and disadvantages of this method from your point of view? • Could you make any suggestion to improve the project? • Your general impression of the project

Regarding the first question, most parents said they liked the methodology used because it was a new experience they could carry out with their children. Some mothers explained that they felt comfortable because they could help their children with English although they could not speak the language. The parents’ perceptions of the development of children’s pronunciation was common in all of them. They felt that their children were able to pronounce like the CD, stressing words appropriately and following a good or a better rhythm.


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As for the last two questions, the suggestions for improvement they made were basically related to reducing the number of weeks, changing the book used during the process and having periodic meetings to discuss doubts and problems. The project was generally regarded by the parents as a good experience which was based on an effective method. PEDAGOGICAL IMPLICATIONS AND FUTURE RESEARCH This project was an attempt to apply Taguchy’s ideas (the use of RR methodology with university students) to my primary students. Although some aspects of the original methodology were changed, the core of the project was the same: the students have to read a passage several times as a means to improve their pronunciation skills. Firstly, as children learn from the world around them, teachers should provide children with educational environments conducive to learning, such as the one used in the present study. Teachers should also make sure that the activity in hand is taught in a very practical way so that children can interact with physical, here and now and concrete aspects of the language which are in accordance with their concrete operational stage, as suggested by Piaget. Following Vygotsky’s and Bruner’s views, it is also essential children should be given as much support or scaffolding as possible. This can be done by simplifying the tasks, providing the vocabulary, giving guiding questions or phrases, etc. I did this in the project discussed above by presenting the different chapters of the book step by step, and also concentrating first at a word level and later at sentence or text level. However, the support provided to learners should not be excessive, because children’s ability to hypothesize in the new language should not be underestimated. It is also advisable to remember that we are trying to provide opportunities for these learners to find out about and use the new language. The teaching and learning process should be connected with everyday life activities and routines and, more importantly, should be fun. Children have a short attention span, so teachers should always have a rich variety of learning activities available. On the other hand, as good models for children, teachers should make sure that they use the correct forms of language and pronunciation, because children tend to imitate their teachers with deadly accuracy. Providing incorrect models will lead children to fossilize their errors until they become adults. Children’s learning styles should also be taken into account, so teachers should manage activities that accommodate the three main learning styles. For example, teachers can provide interesting pictures, photos, realia and other visual media to facilitate visual learners. The room can be colorfully decorated to attract their attention. Teachers can also provide auditory learners with music, songs or audio stimuli, and invite kinesthetic learners to draw, jump or dance (activities involving physical movement). Teachers should have different sorts of activities available and be flexible to move from one to another to prevent boredom. Taking all these aspects into account, we, as teachers, should use the facilities we have at our disposal and incorporate new methodologies in our teaching practices with the aim of improving children’s oral skills, as was the case with this project.


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Direction for future research Following Taguchy's ideas (taking into account that this scholar is one of the precursors of the RR methodology) the next step in the development of the project would involve the analysis of the transfer of both vocabulary and patterns of pronunciation previously learnt to new texts and contexts. Furthermore it should important to look at the time the children need to achieve reasonable standards in the pronunciation of those words that they have regarded as difficult words. BIBLIOGRAPHY Bruner, J. (1983). Child's talk: Learning to use language. Oxford. Oxford University Press.

Harmer, J. 2007. The practice of English language Teaching. Pearson Education Ltd.

Hudson, R. (2006). Using Repeated reading and Readers Theater to increase fluency. Reading First National Conference

Taguchi, E et alii (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary Investigation. Reading in a Foreign Language. 14(1), 43-65. Retrieved April 23, 2006, from http://www.nflrc.hawaii.edu/rfl/April2002/taguchi/taguchi.pdf

Taguchi, E et al (2006). Developing second and foreign language reading fluency and its effets on comprehension: a missing link. The reading Matrix. Vol6, No. 2.

Taguchi, E et al (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. Science Direct System 36(2008) 253-278

Vygotsky, L. S. (1978). "Pensamiento y Lenguaje". Madrid: Paidos

APPENDIX The following pages contain additional information related to the project:

• Diary of the experience

• Analysis of the students’ recordings

• Recordings’ results

• Home readings per week

DIARY OF THE EXPERIENCE WEEK 1 During break – time I recorded students of 5th level. Students had five minutes to make a previous reading of the text. Later one by one students were recorded reading the chosen chapter.

Students were nervous because it was the first time they were recorded. Furthermore, students were worried about how they pronounce some words they have not previously learn.

After the first record and taking into account our student level of English, I chose ten students to be observed. Although I only wanted to monitor six students I chose some more students in case have problems.

At the end of recording I give each student a CD with the record, a reading card and a letter with information to their parents as well as the authorization.


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DAY ONE 15TH APRIL This was the first session. All students had started to read the book and the activity. Two students of the class told me their Cd didn’t work properly so I have to change them.

Some students told me it was a very difficult to pronounce properly some of the world but I answer not to worries because we would learn how to pronounce them.

This first day I worked on comprehension basically. I read the book with students concentrating our attention in those words who didn’t understand. We made use of Internet to look up new words.

After that, we played memory – games and bingo with those words that had been learnt previously.

For further activities we prepared some word searches and crosswords to practice new words.

I went to the all book working them understand the whole meaning of the text. DAY TWO 22ND APRIL I checked that students were following the process correctly. I also checked the students reading cards to see how many readings they had done. Most of them had to read at least three times.

We also read the book focusing our attention in those words our student had problems.

After that, students in pairs read to each other some chapter and they have to correct each other. They also help with the pronunciation of the words.

Finally students read one by one and I take note of the progressions. DAY THREE 29TH APRIL I started with the same routine: checking their reading cards.

Later we work on the most difficult words and take note in our notebook. With the help of the Phonetic chart (previously studied) we concentrate on some phonics.

We practiced those sounds looking for other words in the book with the same sound. We make a competition. It was a funny activity and students try to guess if those graphic was pronounce like that sound.

Finally we established some rules that we put in the Phonetic board regarding pronunciation patterns. DAY FOUR 6TH MAY Along this week students had been recorded again as a second time, to check and analyze the progression of the activity.

Now that most students have achieve the meaning of the words as well as the pronunciation of individual words, it was time to move on to rhythm and intonation.

We focus our attention in the correct stress of long words mainly, because these words are the most difficult to accent. Furthermore we also evaluate and analyze the rhythm we need to read and we do it listen and repeat the text passages.

We asked student to look those words more difficult to stress as well as those sentences in order to remark them.


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DAY FIVE 13TH MAY Students are more comfortable with the method and also they are more concern about the importance of read with rhythm and intonation. It is because of that, as well as because it is one of the most important errors students make when they read, that we devote this lesson to intonation and rhythm. We draw different lines following the intonation patterns of the sentences: affirmative, negative, exclamation... We also mark a dot under the words needed to be stressed. We did it with the first part of the book. It was a difficult task as the students confess me, because they are not use to not to stress every word.

Later we make another activity. In groups of five I give each group ten cards with sentences from the book. One by one they have to read in silent but vocalizing the sentences. And the rest of the students have to guess the sentence. Students had a good time and they were able to guess most of the sentences.

Finally we read different sentences with different rhythm and intonation, and pupils have to mark the correct pronunciation. DAY SIX 20TH MAY I start the class with the same routine: checking their reading cards and asking for problems or difficulties. One student told me that he is able to read like the recorded cd, so I encourage to read in front of the class. Most students also feel that they are able to achieve the task, so one by one, students read aloud to their partners and those one corrects the reader.

We practice with the same activity. In groups of five I give each group ten cards with sentences from the book. One by one they have to read in silent but vocalizing the sentences. And the rest of the students have to guess the sentence. Students had a good time and they were able to guess most of the sentences.

Finally we read different sentences with different rhythm and intonation, and pupils have to mark the correct pronunciation. DAY SEVEN 27TH MAY On this day we continued work what I planned for the lessons. The class was delivered in the computer room so I could work with the class in two groups. We worked on the different points studied: comprehension, intonation, rhythm and stress but in a more individual way, in groups of 12. Students have to read aloud for me to check their improvement. After that I insisted in those mistakes most of them had made. I did the same with the second group who were working on the computers.

Students working on the computer practice the pronunciation of words and record and specific chapter. Later they have to listen the text and correct on a sheet of paper all mistakes they heard.

Finally we give them an evaluation sheet so that I could see the impressions as well as the advantages and disadvantages of this project. I also give them an evaluation sheet for their parents.

All of them seem to have a good time while reading and most of them ask me to do it again with another book.

During the break, the ten monitored students were recorded reading aloud the same chapter they had read on previous times. They were very enthusiastic for being recording and realised that they have improved the reading skills.


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ANALYSIS OF THE STUDENT'S RECORDINGS STUDENT A

MISTAKE FIRST RECORDING SECOND RECORDING THIRD RECORDING

VOWEL INSERTION HydE callEd

saYs saYs-

VOWEL REDUCTION EnormOUs sOOn telephOne mobIle nO hEre

telephOne -

VOWEL SUBSTITUTION You PhOtogrAphErs whAt prIme lIves tAking phOtograph insIde wAllet guIde cOme

insIde wAllet prIme guIde tAlk fInal

Wallet fInal

CONSONANT SUBSTITUTION

Centre THe THat City SuDDenly THere

ThiS owNer THere

owNer

CONSONANT OMISSION abouT sayS thingS it'S lotS happenED LaTer LookS BelongS

SayS lotS photographerS

SayS lotS

WRONG WORD STRESS Photographers - -


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STUDENT B


VOWEL INSERTION mobilE callEd

VOWEL REDUCTION postcard grEAt

-

VOWEL SUBSTITUTION REAding AbOut Eating wrIting saYs lAke todAY sOOn fAmous tAlk tAking lAter wAllet insIde cAll Owner bElongs lIve guIde hEre bY bUs OutsIde tAlk hE dEAr

Eating wrIting wAllet bElongs lIve hEre

WrIting tAking insIde lIve guIde hEre dEAr

CONSONANT SUBSTITUTION Thing Very Happening SomeTHing

Thing Happening SomeTHing

CONSONANT OMISSION LotS lookS suDDenly plaNting

WRONG WORD STRESS belongs - -


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STUDENT C


VOWEL INSERTION callEd callEd

VOWEL REDUCTION POst PhOtographers nEwspAper telephOne

VOWEL SUBSTITUTION SandwichEs tO lAke dEAr grEAt sUddenlY cAll mobIle bUs quIckly tAlks prIme tAking lAter hEre wAllet bElongs lIve

Suddenly bUs quIckly tAlks hEre bElongs lIve

Suddenly bUs quIckly tAlks hEre bElongs lIve


THe City THis soRRy His THings ruNNing Very informaTion someTHings

Things Very informaTion someTHings

InformaTion someTHings

CONSONANT OMISSION ReadiNG abouT lotS what'S looK

lotS lotS

WRONG WORD STRESS photographers photographers


664

STUDENT D


VOWEL INSERTION called

VOWEL REDUCTION PHoTO phOtographer fAmous Owner quIckly pOst

photOgraphers

VOWEL SUBSTITUTION In frIEnd sAYs dEAr grEAt sUddenly lAter insIde cOme phOtographer rUnning tAlks tAking hEre wallEt cAll mobIle tAlking

About dEAr EnormOus quIckly mobIle fAmous tAlks tAking Live

DEAr quIckly fAmous tAlks tAking


THe City THis Very CHildren

Children Very someThings

Children someThings

CONSONANT OMISSION ReadiNG it'S happenED WalleT

LotS belongS abouT can'T

lotS

WRONG WORD STRESS Interesting photographers photographs


665

STUDENT E


VOWEL INSERTION HYDe ARe

VOWEL REDUCTION AboUT sandwichEs pOst Enormous sOOn phOtograph quIckly fAmous nEwspaper afternOOn Owner lOOk

Post insIde

VOWEL SUBSTITUTION Hyde rEAding saYs lAke sUddenly happEn tAlking lAter bElong gUIde cAlled grEAt sUnny lOve rUnning prIme lAter newspAper wallEt informatIon bY bUs

RUnning lAter newspAper wAllet InformAtIon wrIting tAke dOEs fInal

tAlking wAllet bY bUs


THe Centre City THis Very Photos

someTHing someTHing

CONSONANT OMISSION ReadING interestING ThingS soRRy TheRe childreN

LotS iS

LotS iS liveS

WRONG WORD STRESS Interesting suddenly photographers


666

STUDENT F


VOWEL INSERTION HYDe EAting callEd

EAting saYs callEd

EAting callEd

VOWEL REDUCTION POst sEE sOOn phOtographers quIckly nEwspaper AfternOOn telephOne betwEEn gO

POst grEAt quIckly wallEt TelephOne hOUse

Post grEAt wallEt hOUse

VOWEL SUBSTITUTION Hyde saYs abOut lAke MobIle dEAr sandwichEs bUs wrIting Enormous frIend sUddenly rUnning happEn famOUs tAlk prIme bY saYs tAking insIde lAter tAke bElongs lIve hOuse hEre saYs

FInal guIde wrIting wE bY bUs rUnning OutsIde fAmous we'VE cAll wAthing mobIle dOes

GuIde wrIting bUs rUnning OutsIde fAmous lIve fInal


THe HyDe THings THis Very Children InformaTion

THingS suddeNly taLks heRe someTHing cenTRe

THingS taLks someTHing cenTRe

CONSONANT OMISSION PosT carD lotS PhotographerS lookS THingS interestinG

LotS interestiNg it'S newspapEr belonGs livEs

LotS belongS can'T

WRONG WORD STRESS photographers Photographers belongs


667

RECORDING RESULTS – 1ST READING

RECORDING RESULTS – 2ND READING


668

RECORDING RESULTS – 3RD READING

ERRORS % COMPARISION


669

NUMBER OF HOME READINGS PER WEEK

REPEATED READING METHOD IN PRIMARY STUDENTS Garcia y Roca Larios.pdf · Investigación e...

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