PRÁCTICAS DE ENSEÑANZA PROFESOR: JULIO ROCA DE LARIOS FACULTAD DE EDUCACIÓN UNIVERSIDAD DE MURCIA INNOVATION PROJECT: “Using the Repeated Reading Method with Spanish Primary School 3rd Graders” “L2 reading research should explore the best conditional practices that would support reading fluency development and at least provide indirect support for reading comprehension improvement” [Grabe (2004, p.56)] GUILLERMO MORENO MELLIZO DNI: 70056759R
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PRÁCTICAS DE ENSEÑANZA
PROFESOR: JULIO ROCA DE LARIOS
FACULTAD DE EDUCACIÓN
UNIVERSIDAD DE MURCIA
INNOVATION PROJECT: “Using the Repeated
Reading Method with Spanish Primary School
3rd Graders”
“L2 reading research should explore the best conditional practices that would
support reading fluency development and at least provide indirect support for reading
comprehension improvement” [Grabe (2004, p.56)]
GUILLERMO MORENO MELLIZO
DNI: 70056759R
1
INDEX
1. Abstract 2
2. Theoretical frame 4
3. Description of the experience 6
3.1 Context 6
3.2 Methodology 7
3.3 Evaluation procedures 10
4. Analysis of the results 12
4.1 Among pupils 12
4.2 Among parents 18
5. Pedagogical implications and future research 19
6. Bibliography 21
Appendix 22
2
1. Abstract
This project focuses on the application of the Repeated Reading Method in a
class of Spanish Primary School 3rd grade children. The method, based on the
systematic re-reading of a selected text with an audio-taped model, was implemented
with the aim of improving the children’s pronunciation, rhythm and comprehension. For
assessment purposes, six students were recorded three times reading aloud an adapted
English book and their productions were thoroughly analysed both at segmental and
supra-segmental levels. Parents’ participation was crucial for the development of the
project since they were responsible for monitoring their children at home. It is very
important to find new ways of incorporating reading activities to the Primary classroom
and to foster a good pronunciation in English, and this method integrates both things
satisfactorily.
PROYECTO DE INNOVACIÓN: “Una experiencia del método de Lectura Repetitiva
con alumnos españoles de 3º de Primaria”
RESUMEN: Este proyecto analiza la aplicación del Método de Lectura Repetitiva con
alumnos de 3º de Primaria de un colegio español. En éste, propongo una metodología
basada en la re-lectura de un libro adaptado junto con un modelo hablado del mismo y
cuyo principal objetivo es mejorar tanto la pronunciación como la entonación y la
comprensión lectora. Seis estudiantes fueron grabados tres veces mientras leían en voz
alta el libro en Inglés. Después sus producciones fueorn exahustivamente analizados
tendiendo como referencia los criterios de evaluación a nivel de palabras y frases. La
participación de los padres fue también muy imporante para el desarrollo del método ya
que fueron los responsables de guiar a sus hijos durante las lecturas en casa. Es muy
importante encontrar nuevas formas de incorporar actividades de lectura para la clase de
Primaria y fomentar una buena pronunciación en Inglés, y este método consigue
integrar ambas ideas de forma satisfactoria
3
PROJETS D'INNOVATION: "L’utiliçation de la méthode de lecture répétitifs avec des
étudiants espagnols de troisième"
RÉSUMÉ: Ce projet étudie la mise en œuvre de la méthode de lecture répétitifs avec
des élèves de troisième d'une école espagnole. En celui-ci, je propose une méthodologie
fondée sur la re-lecture d'un livre adapté avec un modèle parlé du même et dont
l'objectif principal est d'améliorer à la fois la prononciation, l'intonation et la
compréhension en lecture. Six étudiants ont été enregistrés à trois reprises pendant la
lecture à haute voix du livre en anglais. Après, leurs productions ont été analysées en
tenant référence les critères d’évaluation au niveau des mots et des phrases. La
participation des parents a été également très important pour l'élaboration de la
méthode, parce qu´ils ont la charge de guider leurs enfants pour qu´ils lisent à la
maison. Il est très important de trouver de nouvelles façons d'intégrer les activités de
lecture pour la classe de primaire et promouvoir la bonne prononciation en anglais, et
cette méthode réussit à intégrer les deux idées d'une manière satisfaisante.
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2. Theoretical frame
In the last decades there have been several types of methods and approaches
(including silent reading, reading aloud and comprehension) used by practitioners to try
and improve learners’ basic reading skills both in first language (L1) and second
language (L2) contexts. One of these methods is the so-called Repeated Reading
method (or RR), which originally consisted of the systematic re-reading of short a text
either silently or orally until the reader was able to read it with a certain degree of
fluency. Nowadays some variations have been added to the method such as, for
instance, the unassisted RR, which does not involve a reading model, or the assisted RR
programme, in which a live or audio-taped model of reading is supplied.
The RR method was first formulated by Samuels (1979) as a way to develop
reading fluency and comprehension among speakers of English as their mother tongue.
The method, if done regularly and for a certain amount of time, was found to (i) help
learners improve their comprehension skills by allowing them to focus their attention
not so much on the form of the text as on its meaning, and (ii) be beneficial for the
development of learners’ vocabulary, as it apparently enabled them to read longer and
more syntactically and phonologically appropriate phrases.
In an L2 setting, one can also find some research aimed at providing evidence
for the soundness of the method. Blum, Koskinen, Tennant, Parker, Straub and Curry
(1995), for example, found that a home-based RR plan 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
(FL). In this L2 context, and in line with the procedures of the used in L1, readers
repeatedly read adapted and easy texts in order to increase their recognition skills both
at word and sentence levels.
In 1997, Taguchi analysed 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, on three ocassions with an audio-taped model throughout a 10 week
period. Silent reading rates increased with the practiced text but unfortunately readers
5
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.
Having in mind the reported efficiency of the RR method (especially with L2
low-level learners) as well as my own concerns with Spanish children’s English
pronunciation, I decided to adapt this method to my teaching situation, as described
below.
6
3. Description of the experience
As stated above, this project was intended as an adaptation of the Repeated
Reading method to my own context. Six Primary School L2 learners were engaged in an
assisted RR programme, in which an audio-taped model was supplied. 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
3rd graders after an assisted Repeated Reading experience?
- What were their parents’ perceptions as supporters of the experience?
The proposed method consisted of a series of activities and procedures which
had as their main objective the improvement of the pronunciation, rhythm and the
reading comprehension.
3.1 Context
The experience took place in a State Primary School placed in Orilla del Azarbe,
a small village located in an agricultural area about 8-9 kms away from Murcia. Most
children attending the school come from working-class families whose main
occupations are in the agricultural, services, industry and transport sectors and whose
financial status is generally well established. 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. Factors such as educational level,
cultural background and the availability of time, money and other resources may affect
families’ participation in their children’s education. However, I must say that, in this
particular school, parents in general seem to have high aspirations for their children’s
school achievement.
Participants
This experience was implemented in a 3rd grade class. This class is made up of
18 children, 8 girls and 10 boys, who have been learning English since they were five
7
years old. Some key aspects regarding the learning attitudes of these children are the
following:
o They are participant, collaborative, extrovert and independent.
o They show a positive attitude towards English because they are
motivated.
o They like learning while they play or carry out playful activities.
o They have a lot of imagination and curiosity.
o They like expressing what they feel.
o They are able to organise and analyse their own learning.
o They are aware of the advantages of working in a cooperative way in
class.
o They are able to infer meaning from context in oral explanations.
Although the project was put into practice with all the pupils in the class, I only
analysed the changes observed in six different pupils (students A, B, C, D, E and F as
they will be named in advanced). Student A is an academically bright boy who has been
diagnosed to be an exceptional student and receives private lessons in the afternoon
provided by the local educational authority. Student B, a girl who is also at a high
academic level, receives private English lessons two days a week with a native teacher.
Students C and D are average students and do not seem to have any special difficulties
in any area of the curriculum. Students D and E are considered as low-level learners, as
they barely reach the minimum objectives in the different areas and have difficulties
when speaking in English.
3.2. Methodology
The textbook for the RR program was a short story from Oxford University
Press: Winnie in winter – Edition for learners of English (Thomas, 1999), which was
adapted to the pupils’ level of English. The children were asked to read the story aloud
at home 3 or 5 times a week for six weeks in front of their parents, who had to sign a
reading card each time their children read. As the children were familiar with my voice,
I read aloud the story and recorded it on a CD so that they could use it as a reading
8
model. The children had to listen to the CD before every reading and try to pronounce
as the model reader.
At school, one lesson a week was exclusively devoted to work on the following
aspects of the story:
The new vocabulary was explained to the children with the
help of flashcards and pictures or trough mime.
The children were shown the phonetic transcription of the
new vocabulary and the difficult words in the story with the
help of a phonetic chart (see appendix) they had been working
with for two months before the project started.
The pupils were prompted to understand and interpret the
meaning of the text through yes/no and wh- questions
The fact that some words are more stressed than others when
speaking and reading aloud in English was also shown to the
children in order to get them improve their pronunciation.
Apart from that, every Monday I checked the reading cards so as to monitor the
progress of their weekly readings and encouraged them to keep reading for the rest of
the week. The simple fact that parents had to sign the reading card each time their
children read the book at home made them play an important part in the development of
the project. In fact, they participated actively and without many problems in their
children’s school activity and tried to encourage them to overcome the difficulties they
could find during the process of reading.
9
Here it is the teaching plan designed for the development of the project:
No matter how well I planned the different sessions, I never actually knew what
was going to happen in the class until it happened. Activities could take longer or
shorter than expected, students might be more or less interested in the topic I had
planned or something unexpected could happen during the lessons. Therefore, this was
an open teaching plan and variations could be added to the methodology to adapt my
teaching to the different situations.
3.3. Evaluation procedures
In order to answer the first research question (the changes in reading aloud that
could be observed among pupils after the RR experience), the six focal pupils were
recorded three times. The initial recording took place before the project started, a point
in time in which the children had not yet received any training. After three weeks
working with the book at home and in class the six students were recorded again while
reading aloud the same passage they had read the first time. The reading aloud of the
same passage was also repeated in the third recording, which took place after the six
weeks’ instructional period had elapsed.
All the recordings were thoroughly analysed both at segmental level and supra-
segmental levels.
Segmental level. At this level pupils were evaluated taking into
consideration the mistakes they made when pronouncing
individual words. These mistakes were classified according to the
following items (see appendix):
o Vowel insertion
o Vowel reduction (quantity)
o Vowel substitution (quality)
o Consonant substitution
o Consonant omission
o Wrong word stress
Supra-segmental level. At this different level, I tried to assess the
pupils’ rhythm when reading aloud in English. The less
11
monotonous the reading the better the reading they were doing.
The evaluation at this level was made in accordance with the
rules of the words that are (or are not) usually stressed in English:
o Stressed words: nouns, proper nouns, main verbs,
adjectives, adverbs, possessive pronouns,
demonstrative pronouns, negative contracted
forms, numbers, the word “not”, to have (when
meaning “tener”) and interrogative particles.
o Non-stressed words: articles, personal pronouns,
prepositions, there is/are, conjunctions, to “be”, to
“have”, auxiliary or defective verbs, demonstrative
adjectives and relative pronouns.
In addition to these pronunciation data, responses to open-ended questions about
the advantages and drawbacks of the method were collected from the pupils (see pages
17 and 18).
To answer the question about parents’ perceptions about the method there was
also an open-answer questionnaire given to the families. It intended to obtain valuable
feedback about the method, including their participation, the role played and the
effectiveness of it (see pages 18 and 19).
12
4. Analysis of the results
4.1 Among pupils
The results of the present project seem to support the idea that RR is an effective
method for improving English pronunciation as shown in Table 1 below:
Table 1: Readers’ reading progression according to the % of errors made during the three recorded
readings (see appendix for detailed results).
0,00
10,0020,00
30,00
40,0050,00
60,00
70,0080,00
Errors
%
A B C D E F
READING PROGRESSION
1st Reading2nd Reading3rd Recording
Table 1 shows clearly that children’s pronunciation improved during the process
of instruction. When recorded for the first time, they were given five minutes of
individual silent reading but no listening input at all about the text. Thus, they had to
use all the linguistic resources they had at that moment to read the selected chapter as
well as possible. The mistakes made ranged from less than 30% of the total number of
words read for the advanced students to up to 75% of mistakes for the low-level
learners, differences that can be explained if we take into consideration the students’
level of English and their visual perception of the written words. In the second
recording, as can be observed in the table, all students decreased considerably their
mistakes when reading the same passage. This decrease can also be observed in the
third reading although it is not so noticeable as in the second one, probably as a result of
the fact that the children had already learned to pronounce the most important words by
the time this second recording was carried out. In addition, the most difficult words for
them to pronounce would probably need more than six weeks to be internalized.
13
MISTAKES PROGRESS STUDENT A
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As for the supra-segmental level, only the advanced and the average students
were able to incorporate some kind of appropriate rhythm to their productions. There
was a clear progression from the first recording, in which there was no rhythm at all, to
the last reading, in which the pupils seemed to be able to stress most of the words
covered during the instructional period. That made their productions verbally richer,
more understandable and fluent.
The results of the the advanced students (A and B) are illustrated in tables 2 and
3. They show the evolution of the mistakes in the six segmental dimensions.
Tables 2 and 3: Students A and B mistakes’ progress according to the evaluation criteria at segmental
level (see appendix for detailed results)
Those two tables clearly show that the advanced students decreased the errors
made when they were recorded reading the selected passage. It is especially remarkable
the vowel substitution item since both students made many mistakes (student A more
than student B) when they read the first time but from that first reading to the second
one they reduced a high number of errors. As for consonant substitution and consonant
omission, it is important to say that they also reduced the amount of errors progressively
MISTAKES PROGRESS STUDENT B
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but with important changes. After the six weeks there were still mistakes that remained
appearing, as for example the vowel insertion or the vowel reduction. It is also
important to say that both students did not make the same mistakes in the three
readings, a finding that might be due to the fact that during the six weeks’ treatment
period they probably focused their attention on the pronunciation of the words they had
problems with, disregarding those they felt as non problematic.
These two students also paid attention to the rhythm when reading the passage
the second and the third time. At first they only focused their attention on the words and
not on the whole text, but once they internalized the pronunciation of many of the words
in the text, they read paying attention to the rhythm and, therefore, it made their
productions richer and very understandable.
The next two diagrams show the reading results of the average students (C and
D). Even if both of them reduced their mistakes, after the six weeks there were still
some persisting errors which could not be either changed or reduced.
Tables 4 and 5: Students C and D mistakes’ progress according to the evaluation criteria at segmental
level (see appendix for detailed results).
MISTAKES PROGRESS STUDENT C
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2nd READING3rd READING
MISTAKES PROGRESS STUDENT D
05
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15
The above tables show that the average students also improved their productions
after the use of the method. Their errors were reduced and the rhythm started to appear
in the second reading for student D and in the third reading for student C. It is important
to say that student C’s productions did not change much although he reduced the
number of mistakes in most of the items, except for vowel substitution (he made more
mistakes in the third than in the second reading), a fact that can be explained if we take
into consideration that this student was very nervous during the last recording. Students
C and D also increased the number of mistakes in the second reading in consonant
substitution and consonant omission respectively.
The following two charts show that the low-level students also improved their
productions and they were good enough to be understood even though the number of
errors in the last recording was still high.
Tables 6 and 7: Students E and F mistakes’ progress according to the evaluation criteria at segmental
level (see appendix for detailed results)
MISTAKES PROGRESS STUDENT E
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ORS 1st READING
2nd READING3rd READING
MISTAKES PROGRESS STUDENT F
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16
Students E and F also showed improvement during the process but at a different
level than the other four students. When they were recorded for the first time they made
a lot of mistakes, had many problems with vowels, did not say the endings of many
words, and omitted many consonants which form an essential part of the words and
impede their understanding. After the first three weeks their productions improved. This
time they could be understood without many big problems even though they still had
problems with consonants and vowels. The wrong word stress was also reduced in the
second recording but did not disappear completely. Their last recording showed that
most of the words were already understandable and just some errors with vowels and
consonants persisted.
Concerning the rhythm of their productions, it is important to say that it did not
improve much with any of these two students. There were just some attempts to
emphasize the ending of some sentences and the speech quotes but did not vary much
from the rest of the words. All this made that their productions appeared monotonous
and boring.
Students’ questionnaires
After the six weeks pupils where asked to answer an evaluation sheet about
different aspects of the method. This questionnaire consisted of eleven open answer
questions and a twelfth one in which they had to mark the activity from 1 to 10
depending whether they liked the activity or not. These questions were intended to first,
know the students’ opinions about the method, and then, obtain information about the
advantages and disadvantages that they found during the process. The questions were:
Did you like the story? Why?
Have you noticed you have improved your English
pronunciation?
When you started to read, was it difficult? Why?
After some weeks, was it sill difficult?
Was it an interesting activity? Why?
Did you try to pronounce like the CD?
Have you learned new words? Write some.
17
Which words were the most difficult to say?
Would you do it again with another book? During the same
number of weeks?
Could your parents help you even if the did not speak English?
How?
Did your parents like the activity? Why?
Those questions were written both in Spanish and English and students could
write their answers in Spanish. Most of them coincided in saying that they liked the
activity except two students that found it boring. Some reasons why they liked the
activity included learning new words and finding the story funny, interesting and
entertaining. They all agreed that their pronunciation had improved after the six weeks.
Some of them said that at the beginning reading was difficult mainly because they did
not understand the meaning of the words but also that after the weeks they felt more
skillful in reading the book in English and had no big problems with it. Most of them
would do the activity again and some proposed to reduce the number of reading weeks.
The average mark on question twelve was 7.5 above 10 which indicates that most of the
students accepted the method as a good activity to be done in class.
4.2 Among parents
As I pointed out before, parents’ opinions were collected in a six open-answer
questionnaire. This questionnaire was given to the children together with a letter saying
that the activity had already finished and that I really appreciated if they could answer a
questionnaire in order to know their impressions about the method and possible
improvements for future applications. The six questions were written in Spanish and
asked about the following items:
Did you like the method? Why?
And, did your child like it? Why?
Have you observed changes in your child’s pronunciation after
each week?
Which benefits could you point out about the use of this method?
Could you tell me any inconvenient found during the process?
18
Could you suggest any improvements for future applications?
All the parents that answered the questionnaire coincided in suggesting that the
method was a good way to improve their children’s pronunciation and that it
encouraged them to read in a foreign language. As their children, some of the parents
thought that the method could be carried out in fewer weeks so that their kids would not
get bored. They found it important to read in English to learn new vocabulary and to get
used to the English spoken language. Some parents suggested that the method could be
improved through the use of games, songs and plays. From my point of view, Rthe
experiment has shown that a robust, highly interactive network of parents, and
educators stimulates children’s learning and development (Bronfenbrenner, 1989).
19
5. Pedagogical implications and future research
According to the ideas of Taguchi and his applicability of the method with
University students, I adapted his procedures to my school context and to the Spanish
Primary School Curriculum in order to improve the children’s pronunciation and
rhythm when reading aloud in English. The results obtained have proven that this
method responds effectively to the proposed objectives at a Primary School level.
Children were very enthusiastic about being involved in a new method which
combined new technologies (a CD and a digital recorder), and a real English book. At
the beginning they all started with the minimum of readings even if it was difficult at
that moment to understand the text. The weeks were passing by and some children
reduced the amount of reading times per week. I tried, then, to encourage them to keep
reading if they wanted to improve their reading aloud and word recognition skills.
Parents’ participation was also very important in the development of the
experience. At school it was my commitment to follow the children’s progression and to
guide them during the learning process, but it is at home where parents take that role
and if teachers facilitate their job they may do it without big difficulties. That is what I
tried to do with this project. I invited parents to participate as a fundamental part of the
the method, without causing them many problems since they did not need to speak
English at all to help their children do the activity. I had the chance to talk to some of
them personally and they recognised that the activity was a good way to make their
children read in English and help them remember the English they had learned when
they were students.
With respect to my role as a teacher during the process I have to say that I felt
really comfortable doing the activity with my students. I think that trying new
methodologies for teaching English is the best way to improve, first, my own teaching
and, then, the situation of foreign language teaching at a local level. If we want our
students to improve their reading skills we also have to reinforce their oral skills and
that is the main aim of this RR method, namely to stimulate children’s listening skill to
improve their reading aloud. I am proposing then an active role for teachers, who should
design their own methodology. Teachers should introduce a constant analysis and
20
interpretation of what is happening in the classroom. That, I think, is the best way of
improving the curriculum: learners’, parents’ and teachers’ development.
To end up with the pedagogical implications, I would like to add that this RR
method could be used as a good way to develop children’s reading motivation as well as
to improve the quality of their oral productions. It could be included in the teaching
practices in TEFL (Teaching English as a Foreign Language) contexts and in the
teaching plans and units elaborated by the teachers. Furthermore, as some parents
suggested, the method could be improved if the reading repetition activity was aimed at
the representation of a play by the students. Thus, the motivation factor would also
increase and the students might be more interested in doing the activity and would try to
do their best at all times. Another variation of the method might consist of re-singing a
simple song with its correspondent lyrics.
Directions for future research
Following Taguchi’s research, the next step in the development of this method
might consist in the transfer of the vocabulary and rhythm patterns learned with the first
text to a different text that contains a certain amount of the same words. In this way
readers would have to use new mental processes that would enable them to use the
contents already learned to read aloud and understand different passages in different
contexts. The reasons why some students make different mistakes from one reading to
another should also be investigated.
21
6. Bibliography
Hudson, R. (2006). Using Repeated Reading and Readers Theater to Increase Fluency.
Reading First National Conference.
Taguchi, E. (1997). The effects of repeated reading on the development of lower
identification skills of FL readers. Reading in a Foreign Language, 11, 97-119.
Taguchi, E et alii (2004). Developing reading fluency in EFL: How assisted repeated
reading and extensive reading affect fluency development. Reading in a Foreign
Language, Vol. 16, No. 2.
Taguchi, E et alii (2006). Developing second and foreign language reading fluency and
its effect on comprehension: a missing link. The reading Matrix. Vol. 6, No. 2.
22
APPENDIX
The following pages contain additional information related to the project:
Diary of the experience – page 23
Analysis of the students’ recordings – page 29
Recordings’ results – page 35
Home readings per week – page 37
Phonetic chart – page 38
Copy of the book: Winnie in Winter – page 29
23
DIARY OF THE EXPERIENCE
WEEK 1 (7TH -11TH April)
During break-time of the 9th and 10th, 12 pupils were recorded. The six other
students were recorded in class on the 11th after the break. All of them had
about 5 minutes to first look and read the text on their own. After that one by
one they were recorded. Some of them were very nervous for being recorded.
They also asked me how to pronounce some words but I did not say anything,
I wanted them to say the words as they thought they should be pronounced.
They were also very worried about reading in English, and some of them said
that if they did not know how to say something they were going to say
whatever they wanted. I tried to make them feel comfortable and I told them
not to worry because that was not an exam, it was only to see how they could
read at that moment and, check their pronunciation six weeks later.
After the first recording and taking into consideration the students’ personal
abilities I chose the six students who were going to be monitored. The rest of
them were also going to be monitored just in case I decided to change the
analysis of some of them or if any problem might happen during the process.
On the 11th, at the end of the class I give out the book together with the CD,
the reading card and information for pupils and parents, and I told them they
could start that weekend with the activity. Everything was stored in A-4
pockets.
APRIL 17TH
When I planned all my sessions I did not take into account that during this
week the school was going to celebrate a Cultural Week and therefore my
English lessons in the 3rd class were cancelled. Even so, I managed to get a 30
minutes session with the class to start working with the book.
24
The day before, I asked my pupils to bring the reading card in order to check
who of them had started with the activity and to hear their first impressions.
During this first week only 9 pupils had started with the activity so I
encouraged the rest to have the three minimum reading sessions I have asked
them to do to improve their pronunciation.
There is one student who showed me a note from his parents which said:
“Congratulations for the initiative”. I really appreciated it.
Some of them complained that I spoke too quickly while some others said that
my reading was very understandable. That may be caused because many of
them had not done a lot of listening
This day I worked on comprehension. I showed and read them aloud the real
book showing the pictures as well. I tried to speak in English all the time
inserting some Spanish words from time to time to make it more
understandable. I used mime and gestures to make myself understood. When
telling the story some of them already knew the meaning of many words
because they had already worked with the book at home. One student told me
that if he did not understand something when he was reading he would write
down the word and looked the meaning up on the Internet.
I went through the three chapters of the book making them understand the
whole meaning of the text.
APRIL 21ST
On this day I checked again that the students were following the process
correctly. I told them to bring the reading card to see how many readings they
had done the week before. Most of them had done the minimum three
readings, some have read from 4 to 7 times and 4 pupils hadn’t read the
minimum number of readings established (none or once only).
25
I gave the real book to one of the students for her to practice with it. Every two
days another student would get it until all of them had read the original.
One pupil told me that, at first, she did not read very well but after several
readings she realised that her pronunciation was getting better.
Another student said that at the beginning of the experience he was bored but
after the second reading he started to enjoy the tale.
APRIL 22ND
I was supposed to teach a normal class reviewing content for the exam next
week, but as my fast finishers and the average students had finished the review
worksheets, I told them to take the reading book and go to the back of the class
to read it to each other in pairs or threes. They were very excited about reading
to each other. They helped each other with the pronunciation as well and asked
their peers if they did not know how to say a word.
One student told me that his parents had told him that he read exactly as the
CD and that he should read at the same time as the CD. It was a good idea to
share that comment with the rest of the class, and so I told my students to do
so when they mastered the pronunciation of the words.
APRIL 23RD
Since we were at the end of the unit and I usually take the group to the
computer room to practice the vocabulary and structures learnt in class, I had
the opportunity to work with the whole class in two groups for 30 minutes
each.
I worked with both groups following the same structure. We only worked with
chapter one of the book. All of them had to read aloud for me to check their
26
progress since the beginning of the activity. After that, they had to answer
individually first, and then in groups some questions I asked them orally and
with the help of gestures and mime to make myself understood. Finally, after
listening to all of them, I asked them to circle difficult words on chapter one,
making them repeat and showing them the differences of some sounds with the
help of the phonetic chart. I told them to pay attention to those words when
they read at home. Sounds /s/ and /sh/ seemed to be the most problematic
sounds for them.
Some of them had highly improved their productions since they first started to
read. They modified the intonation and the punctuation system. Those who
had not followed the minimum number of readings required did not vary their
productions much.
APRIL 29TH
We worked on chapter number two of the book. One by one, students read
aloud the chapter. Some of them did not bring the book and so I put some
students together in pairs. I could realise who was reading at home and who
was not. They all started reading with big difficulties and without any rhythm
at all and today I could feel the progress made by some of them. Students also
had to answer to some comprehension questions after reading. To end up with
the session I asked my students to circle the difficult words in this chapter and
we worked with the phonetic chart in order to see the transcription of those
words and their correct pronunciation.
APRIL 30TH
Today I continued working on chapter three. When reading aloud they were all
very quiet listening to each other. Following the same structure as that in the
last session, they first read aloud and answered comprehension questions.
After that, we worked on the pronunciation of difficult words with the help of
the phonetic chart. There were 10 minutes left at the end of the session and so
I put the pupils in pairs and made them read to each other the book trying to
27
correct their classmates. I had a couple of minutes to work individually with
each pair.
MAY 7TH
At this point of the project implementation it was time to record the progress
made by the six students that were going to be analysed and so, during break-
time I asked them to read aloud the same chapter they had read the first day.
In class and with the whole group I started with session number four of my
planning. After individual reading aloud and working on difficult words, we
started working on the main focus of this session which was the rhythm of
chapter one. I explained to my students that when we are reading we have to
make more or less emphasis on the different words to make our reading more
pleasant for the listener. I made them write a dot under the stressed words.
MAY 14TH
On this day we continued with what I had planned for the fifth session. The
same as last month, the class was delivered in the computer room so I could
work with the class in two groups. We worked on chapter number two.
Students had to read aloud for me to check their improvement. After that I
insisted on the pronunciation of some difficult words they were not still
reading aloud properly. To end up I focused on the rhythm of the text by
making them write a dot under the words needed to be stressed. I did the same
with the second group in which the six chosen pupils were.
MAY 21ST
We worked on chapter three today. Every pupil read aloud for about one
minute. There was a big difference between those students who were doing the
minimum number of recommended readings and those who were not. We
worked with the phonetic chart during ten minutes to try to solve some
common mistakes. After that we worked on rhythm. Many of them knew
28
which words they had to stress more and which ones less but still I told the
whole class to write the dot under the words. There were some minutes left at
the end and so I made up balanced groups so that children could help each
other with the pronunciation and the rhythm.
MAY 28tTH
Today it was the last day of the project. Students first read aloud the same
chapter they had read at the beginning of the project and I made the last
corrections. After that I gave them out an evaluation sheet so that I could see
their impressions about the use of the method. They were asked to answer in
Spanish since I wanted them to give as much information as possible. I also
gave them an evaluation sheet for their parents so that I could get to know
their impressions about the project. They all seemed to enjoy the activity.
During the break, the six monitored students were recorded reading aloud the
same chapter they had read on previous occasions. They were very excited for
being recorded and realised that they knew what they were reading and that
they were doing their best.
29
ANALYSIS OF THE STUDENTS’ RECORDINGS
STUDENT A
MISTAKE 1st Recording 2nd Recording 3rd Recording
Vowel Insertion
(E)snow (E)start (E)scarves (E)stay
(E)start (E)start
Vowel reduction (quantity)
WArm bOOts glOves
bOOts
bOOts
Vowel substitution (quality)
sUmmer slEEp dEAr skY shout cOme sUn bUt cOAts shIning All glOves sAYs flOwers wAlk coAt dIE plAY gEAt nIce bE hEArs nOw pEOple gO rOAd tO cOming
glOves grEAt theY nOw gArden gO bEgin rOAd cOming plAy stAy
grEAt tO rOAd cOming
Consonant substitution
THe THeir SHining THinks THey aT Very can’T SHout THe THen SHe
SHininG biG Her wilburG Very SHout SHe THen THey
booTs gloVes SHe
Consonant omission
THis bootS niCe gloveS Her ponD sitS HourS He (H)up anD don’T hearS loTs hats
sitS ponD (H)up can’T Back don’T liKe hearS lotS coatS hats bootS
anD coaT biG greaT animalS hearS coaTs
Wrong word stress
be’gin
30
STUDENT B
MISTAKE 1st Recording 2nd Recording 3rd Recording
Vowel Insertion
(E)sky
(E)start
Vowel reduction (quantity)
sIts slEEp sIt
blUE grEEn gO
Vowel substitution (quality)
skY dIE sUn pEOple shIning rOAd winnIE aLL sAYs glOves tAkes wAlk wArm stAy grEAt bEgin bE wAnt
theY
Consonant substitution
SHining Warm SHe siTs Too SHouT SHe Her aRe
Very SHout THen gaRden
SHe Very Sit
Consonant omission
iTs (H)ungry don’T theN
can’T To Go don’T
gloveS don’T roaD
Wrong word stress
Be’gin be’gin
31
STUDENT C
MISTAKE 1st Recording 2nd Recording 3rd Recording
Vowel Insertion
therE outsidE
therE therE
Vowel reduction (quantity)
bOOts
Vowel substitution (quality)
winnIE gOEs OUt OUtsIde rOOF shUts I tO sAYs wAves cOmes He sUddenly IdEa rEAd cOAt wArm
wIntertime rOOF sAYs cOmes IdEA Opens rEAds wArm glOves gOEs wAves
dOn’t shUts lOOks rOOf sAYs intO hE IdEa Opens rEAds wArm glOves gOEs
Consonant substitution
THe Very oF Her Wilburg He Very SHe THen
looKs ouT THe Very oF Wilburg THinks THen wiTH SHouts
iT THe pond Wilburg THinks booK THen SHe SHouts
Consonant omission
it(S) HeR (H)ice SHuTS wilburG His HiS suddenLY Has booK magic(S) read(S) put(S)
wiNTertime colD her(S) ponD comeS His don’T Has biG shuts countS
don’T comeS His oN Has readS putS bootS
Wrong word stress
‘idea
‘idea
32
STUDENT D
MISTAKE 1st Recording 2nd Recording 3rd Recording
Vowel Insertion
(E)sky (E)start intO theY (E)scarves (E)stay
gO (E)start
Vowel reduction (quantity)
grEEn bOOts tOO
slEEp
Vowel substitution (quality)
sUmmER grEAt wAkE skY Up bUt cOme sUn lOOk All tAke shIning theY dIE glOves nIce It lIke plAy sAYs bE nIce stAy tAkes nOw shE hOUrs wArm wE hEArs cOAt wAnt pEOplE snOw tO rOAd gloves shout dEAr
shIning thEY tAkes sIts grEAt theY At It wAke bUt tAke thEIr
tAkes SHe grEAt lOOk rOAd tAke plAy
Consonant substitution
Garden SHout suN beGin SHining THeN THis Hears biG THey SHe THinks animalS littLe THe Very
SHining gloVes SHe GaRden Very Sleep SHout THeiR He scarVeS Sit
THe garDen SHining gloVes SHe Garden Very SHout
Consonant omission
garDeN anD Happy groW sayS see(S) takeS THe Her walK sNow ponD Happy He iT waNt Go
iS waKe niCe don’T siTS theN greaT theRe loTs theN animalS bootS waKe ponD looK hourS can’T wanT Go
iS siT takeS hourS biG greaT He can’T Go baCK SleeP theN lotS
Wrong word stress
be’gin be’gin
33
STUDENT E
MISTAKE 1st Recording 2nd Recording 3rd Recording
Vowel Insertion
housE icE winnIE comEs arE (A)winter On glovEs magIc