Enhance Reading Skills Through Blending Sounds Methodology to Students from The Tenth Grade

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dc.contributor.advisorLetamendi Lazo, Carmen Andrea
dc.contributor.authorMales Quishpe, Andrea Mishell
dc.contributor.authorOlalla Ajila, Jonathan David
dc.date.accessioned2026-06-10T16:04:59Z
dc.date.available2026-06-10T16:04:59Z
dc.date.issued2024-10-08
dc.descriptionTESIS-MAESTRÍA
dc.description.abstractThis study evaluated the effectiveness of the "Blending Sounds" Methodology in improving the reading and pronunciation skills of tenth-grade students at the “Unidad Educativa Fiscal Oswaldo Guayasamín” in Quito, Ecuador. A quasi-experimental design was used, with an experimental group receiving the "Blending Sounds" intervention and a control group following conventional English teaching methods. The primary goal was to determine whether this specific methodology could significantly enhance students' phonological awareness, pronunciation, reading fluency, and comprehension in English. The research began with a pre-test to establish baseline skills in two key areas: phonological awareness and pronunciation and reading fluency and comprehension. The results showed similar initial skill levels in both groups, with the experimental group scoring 5.5 in phonological awareness and pronunciation and 6.0 in reading fluency and comprehension, while the control group scored 5.7 and 5.8, respectively. This comparability ensured a fair starting point for assessing the impact of the intervention. Following the implementation of the "Blending Sounds" Methodology, the post-test results revealed significant improvements in the experimental group. The mean scores increased to 6.8 for phonological awareness and pronunciation and 7.2 for reading fluency and comprehension. In contrast, the control group showed only slight changes, with a mean score of 6.1 for phonological awareness and pronunciation and 6.4 for reading fluency and comprehension. A T-test confirmed these differences were statistically significant, with T-statistics of 26.66 for phonological awareness and pronunciation and 60.93 for reading fluency and comprehension, and pvalues far below the threshold for significance. These findings indicate that the "Blending Sounds" Methodology had a substantial positive effect. Overall, the study demonstrates that the "Blending Sounds" Methodology effectively improves critical language skills, suggesting its potential as a valuable tool for enhancing English proficiency among students. The research recommends further implementation of this approach in similar contexts and encourages additional studies to explore its broader applications.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationMales Quishpe, A. M., & Olalla Ajila, J. D. (2024). Enhance Reading Skills Through Blending Sounds Methodology to Students from The Tenth Grade. Universidad Bolivariana del Ecuador.
dc.identifier.otherMAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3723
dc.language.isoes
dc.publisherUniversidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-B23-01P1-09; 1723876106
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectBlending sounds methodology
dc.subjectintervention
dc.subjectlecture
dc.subjectpronunciation
dc.titleEnhance Reading Skills Through Blending Sounds Methodology to Students from The Tenth Grade
dc.title.alternativeMejorar las habilidades de lectura mediante la metodología de combinación de sonidos (Blending Sounds) en estudiantes de décimo grado
dc.typeThesis
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