Técnica de lectura guiada y su relación con la fluidez lectora en estudiantes de bachillerato de la Unidad Educativa Vicente Fierro

Abstract

Abstract: This document, concerning the application of the Guided Reading Technique and its relationship to reading fluency in high school students at the Vicente Fierro Educational Unit, indicates that the study stems from the recognition that reading fluency is a fundamental skill for academic performance, and that a significant number of students experience difficulties with speed, accuracy, and expressiveness when reading aloud. The research employs a mixed-methods approach. From a quantitative perspective, a quasi-experimental design was used with an experimental group and a control group, both comprised of first-year high school students. Standardized tests (pretest and posttest) were administered using the Magallanes Reading Scale (EMLE), and the data were analyzed using Student's t-test to determine significant differences. In the qualitative component, semi-structured interviews were conducted with teachers in the Language and Literature department, along with direct observations during the guided reading sessions. This allowed for the collection of perceptions regarding the implementation of the technique and the progress observed in the students. The results showed a significant improvement in reading fluency, as evidenced by the comparative analysis between the pre-test and post-test of the experimental group, with the high level increasing from 9% to 70%. This progress not only demonstrates quantitative advancement but also a qualitative improvement in the students' approach to oral reading. In conclusion, after systematically applying guided reading, a significant increase in reading fluency was observed, particularly in terms of accuracy and speed; this demonstrates that these pedagogical strategies are effective in reinforcing the reading process in high school students.