Developing reading comprehension by means of multimodality en an efl public school: an action research project.

Abstract

The purpose of the following action-research project was to develop reading comprehension skills in 9th grade secondary students through multimodality. The participants of this project were expected to be at a similar English proficiency level, between A1 and A2 according to the Common European Framework of Reference (CEFR), which was asserted through the implementation of a placement test. The didactic proposal was carried out over a period of nine weeks, contemplating pre and post tests, and one weekly session of 45 minutes each, in which students were engaged in different pre, while and post reading activities, incorporating multimodal resources and reading strategies to enhance their reading comprehension skills. The students’ progress was assessed through a reading comprehension test, which was implemented before and after the application of the pedagogical innovation, along with a perception survey. Upon project culmination and a comprehensive analysis of the statistical findings, it was determined that a notable enhancement in the attained results was evident. This substantiated the positive effects derived from the incorporation of multimodal resources on the development of students' reading comprehension abilities