Desarrollo del Teatro de Lectores como propuesta para potenciar la fluidez lectora y sus componentes, en el proceso de enseñanza y aprendizaje de la Lengua y Literatura en el séptimo grado de Educación General Básica de la Unidad Educativa San Francisco de Peleusí.

Abstract

The present research focuses on reading fluency. Within the process of teaching and learning of Language and Literature, the students of the seventh year of elementary school showed a low level of performance in this skill. Based on a collaborative-intercommunicative didactic model, the Readers’ Theather strategy was proposed and implemented, which consists of the repeated reading of scripts and is composed by a series of steps to strengthen the components of reading fluency: Accuracy, Automatization and Prosody. For the bibliographic review, three categories of analysis were considered: Particularities of the teaching and learning of Language and Literature, Reading Fluency and Readers’ Theater, which were relevant to the application of the observation guide and the interview guide. The methodological development of this research work is based on a socio-critical paradigm and a qualitative approach. In addition, it is oriented to the action research method, with its respective phases of planning, action, observation and reflection. Prior to the development of the proposal, a diagnostic questionnaire was applied to the 28 students, using two readings and a checklist for eight indicators related to the components of reading fluency. This test helped us to learn the students’ reading level and the most challenging components for them. For the development of the Readers’ Theater, the activities were designed to reinforce each of the components and the application of this strategy was assessed by means of a 4 Ls matrix. Finally, for the final questionnaire, was used an instrument equivalent to the diagnostic one, which provided elements for the analysis of the proposal. When compared to the figures obtained in the diagnostic questionnaire, the results show an advance in the mastery of the three components, indicating a higher score in Reading Accuracy, while in Prosody a greater progress. It is concluded that the Readers’ Theater is a feasible pedagogical practice that has a positive influence on the Seventh grade students’ proficiency of reading fluency.