Situated reading : promoting the social damains through picture books in EFL.

Abstract

This document presents an action research project that attempted to describe the influence of a set of activities based on picture books focused on the social domains on the development of reading comprehension skills when literacy is understood. The study was held with a group of fourth graders at Liceo Femenino Mercedes Nariño. This research employed a qualitative paradigm, which focused on the description and interpretation of students’ reading processes. The data was collected through questionnaires, artifacts, recordings, field notes, and interviews along the entire intervention process. For the data analysis, a triangulation approach was employed to guarantee validity and reliability to the results presented in the conclusions, and limitations of the project.