Phonic rhymes: an early literacy approach to develop oral reading fluency in efl students by means of systematic phonics

Abstract

This mixed action research proposal inquiries about the impact in oral reading fluency of using nursery rhymes based on systematic phonics aimed at developing oral reading fluency in EFL fourth graders from a private school in Bogotá. The importance of this study lies in the lack of literature related to systematic phonics to teach English to Spanish speakers; moreover, the National Bilingual Plan is not considering either pronunciation or phonics in their suggested curricula which makes teachers of English neglect the pronunciation of the English language at the early learning process. By means of oral reading fluency tests, questionnaires and observations, the researchers determined there were areas of opportunity regarding focus on reading in the English classes of a private school in Bogota. They designed and implemented nursery rhymes based on systematic phonics along with other total physical response activities and tested the oral reading fluency skills of the students again. The findings indicate that, overall, there was no significant improvement in the oral reading speed of the students, but there was a significant increase in accuracy.