Vol. 11/ Núm. 2 2024 pág. 1864
https://doi.org/10.69639/arandu.v11i2.377
Fairy Tales And Reading Skills
Cuentos De Hadas Y Habilidades Lectoras
Lic. Romina Betsabé Núñez Lescano
romibets1411@gmail.com
https://orcid.org/0009-0005-2120-1682
Investigador Independiente
Ecuador
Mg. Paola Nathaly Mantilla Carrera
pnmantilla@espe.edu.ec
https://orcid.org/0009-0006-9216-5217
Universidad de las Fuerzas Armadas ESPE
Ecuador
Lic. Edmundo Francisco León Mejía
edmundo.leon@educacion.gob.ec
https://orcid.org/0009-0007-1674-8418
Investigador Independiente
Ecuador
Mg. Lucia Elizabeth Romero Rodríguez
Luciae.romero@educacion.gob.ec
https://orcid.org/0009-0007-5357-2079
Investigador Independiente
Ecuador
Mg. Mónica Cristina González Paladinez
m.onique.02@hotmail.com
https://orcid.org/0009-0002-0042-1457
Investigador Independiente
Ecuador
Artículo recibido: 20 septiembre 2024 - Aceptado para publicación: 26 octubre 2024
Conflictos de intereses: Ninguno que declarar
ABSTRACT
The current research is demanded to cover an examination accomplished with the succeeding
topic: “Fairy Tales and Reading Skills” which investigates the relationship among both variables
and how students’ understudies improve their reading subskills. Firstly, it is necessary to mention
that reading is not considered in the way it should be in education. As a result, it leads to poor use
of resources to develop reading skills. Thus, English teachers affirm that the four language skills
should be developed in an integrated way because they complement each other. Therefore, the
current research aims to recognize the impact of fairy tales on reading skills. Secondly, this
research was carried out to scrutinize the importance of fairy tales in reading skills on the 4th
level at “Unidad Educativa Bilingue La Granja”. The participants of the study were 17 students; 10
Vol. 11/ Núm. 2 2024 pág. 1865
men, and 7 women. The current project had a qualitative approach and descriptive research.
Thirdly, a 20 questions survey was applied to identify the use of fairy tales in the development of
reading skills and the frequency that different resources are used in English classes. Finally,
discerning the results of the survey, the rejection of the null hypothesis was established.
Consequently, the acceptance of the alternative hypothesis was verified by corroborating that
Fairy Tales influence the improvement of reading skills, and it is advised the implementation of
fairy tales as a resource in English teaching methodologies.
Keywords: reading skills, fairy tales, literary resources
RESUMEN
La investigación actual se demanda para cubrir un examen realizado con el siguiente tema:
“Cuentos de Hadas y Habilidades Lectoras”, que investiga la relación entre ambas variables y
cómo los estudiantes mejoran sus habilidades lectoras. En primer lugar, es necesario mencionar
que la lectura no se considera de la manera en que debería en la educación. Como resultado, esto
lleva a un uso deficiente de los recursos para desarrollar habilidades lectoras. Así, los docentes de
inglés afirman que las cuatro habilidades del idioma deberían desarrollarse de manera integrada,
ya que se complementan entre sí. Por lo tanto, la presente investigación tiene como objetivo
reconocer el impacto de los cuentos de hadas en las habilidades lectoras. En segundo lugar, esta
investigación se llevó a cabo para examinar la importancia de los cuentos de hadas en las
habilidades lectoras en el cuarto nivel de la “Unidad Educativa Bilingüe La Granja”. Los
participantes del estudio fueron 17 estudiantes: 10 hombres y 7 mujeres. El proyecto actual tuvo
un enfoque cualitativo y una investigación descriptiva. En tercer lugar, se aplicó una encuesta de
20 preguntas para identificar el uso de los cuentos de hadas en el desarrollo de habilidades lectoras
y la frecuencia con la que se utilizan diferentes recursos en las clases de inglés. Finalmente, al
discernir los resultados de la encuesta, se estableció el rechazo de la hipótesis nula. En
consecuencia, se verificó la aceptación de la hipótesis alternativa al corroborar que los cuentos de
hadas influyen en la mejora de las habilidades lectoras, y se aconseja la implementación de
cuentos de hadas como recurso en las metodologías de enseñanza del inglés.
Palabras clave: habilidades lectoras, cuentos de hadas, recursos literarios
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 11/ Núm. 2 2024 pág. 1866
INTRODUCTION
The current research focuses on the topic "Fairy Tales and Reading Skills," exploring the
relationship between these two variables and how their interaction can influence the improvement
of students' reading subskills. Often, reading does not receive the attention it deserves in the
educational field, resulting in an ineffective use of available resources for its development.
English teachers argue that the four language skills should be developed in an integrated manner,
as they complement one another. In this context, it becomes necessary to investigate the specific
impact of fairy tales on reading skills.
The research was conducted at "Unidad Educativa Bilingüe La Granja," focusing on fourth-
grade students. The study involved 17 participants, comprising 10 males and 7 females, and
utilized a qualitative and descriptive approach for data analysis. A 20-question survey was applied
to identify how fairy tales are used in the classroom and the frequency of various resources
employed in English classes. Through this process, it was possible to reject the null hypothesis
and validate the alternative hypothesis, which posits that fairy tales positively influence the
enhancement of reading skills.
Additionally, various resources, including technological, material, and human resources,
were employed for data collection. The research adopted a quantitative approach, allowing for a
numerical analysis of the collected data, which facilitates the identification of patterns and
relationships between the variables. This approach was complemented by a bibliographic review
of previous studies addressing similar themes, providing a solid theoretical framework.
In summary, this study aims not only to characterize the current situation regarding the use
of fairy tales in English teaching but also to understand how these narratives can contribute to the
improvement of reading skills among students. As this research progresses, it is expected to
provide valuable insights for teaching practice and the implementation of effective methodologies
in the classroom.
Objectives
General Objective
To analyze the impact of fairy tales in reading skills.
Specific Objectives:
- To theoretically define the effectiveness of fairy tales in reading skills.
- To identify the use of fairy tales in the development of reading skills.
- To recognize the importance of fairy tales in reading skills.
METHODOLOGY
To conduct the current research some different resources were used such as technological,
material, or human. To collect information from students at “Unidad Educativa Bilingue La
Vol. 11/ Núm. 2 2024 pág. 1867
Granja” that are identified as human resources. As a material resource was used a survey. And as
technological resources were used the internet, computer, and printer.
This investigation was focused on a quantitative approach. Generally, researchers
investigate with the quantitative approach because this approach helps them to answer questions
that require numerical data. As a part of the process, a numerical analysis was used to analyze the
data collected, this analysis involves the interpretation of numerical data to use this information
to describe the problem. According to Williams (2007), quantitative research involves numerical
or statistical experimentation and based on this some theories are built. Because of that, in this
research, a reading test from Cambridge was taken to collect data and analyze it to identify the
complications that learners have in their reading skills, and to identify the effect of using fairy
tales.
The present research is considered bibliographic because it is based on some previous
research works that have a similar objective. Rodriguez (2013) stated that bibliographic-
documentary research is an essential part of a systematic process in research, which is involved
the collection of data, interpretation, and analysis. The main characteristic of bibliographic
research. This research is considered bibliographic because, for its correct development, it uses
some facts provided by several authors who made research using the same variables. Perez &
Lebrero (2014), bibliographic research uses as main source documents in their different forms such
as printed documents, online documents, or even audiovisuals.
This type of research consists mainly in characterizing a situation in order to understand it.
The aim of descriptive research was not just to collect data, but to identify the relationship that
two or more variables have (Morales, 2012). In the current research, this was useful because it was
needed to analyze the learning process and to know how reading skills were improved by the use
of Fairy Tales.
RESULTS
For the Development of this chapter in which the analysis and interpretation of the results
obtained in the study population is developed, the same one that was applied at “Unidad Educativa
Bilingue La Granja” to 17 students between 9 and 10 years of age.
The instrument applied for data collection was a questionnaire structured on a 5- point
Likert scale the frequency was: 5 always, 4 almost always, 3 sometimes, 2 almost never and 1
never. The survey had 20 questions and was applied only to students.
Being a descriptive exploratory research, the following qualitative values are presented
below, in order to know the perception that students have of Fairy Tales as well as the influence on
the improvement of reading skills.
Vol. 11/ Núm. 2 2024 pág. 1868
Likewise, each one of the items focuses on the study variables, therefore, it is proceeded
with the statistical analysis by means of Friedman's Chi-square, which allows us to know the value
of each one of the questions so that they can be compared. By means of the standard Pvalue.
Table 1
Descriptive Statistics
N
Mean
Std.Deviation
Minimum
Maximum
1. How often does your
teacher use literary resources
in your English
classes?
17
2,00
,707
1
3
2. How often does your
teacher use didactic
resources in your English
classes?
17
3,29
,588
3
5
3. Do you consider that using
literary, graphic, and didactic
resources makes an English
class more attractive for
reading?
17
4,53
,874
2
5
4. Do you consider fairy tales
as a didactic resource to
encourage reading?
17
4,65
,702
3
5
5. How often does your
teacher use fairy tales in
your English classes?
17
1,53
1,068
1
5
6. How often does your
teacher use real stories in
your classes?
17
3,18
,728
2
4
7. Do you consider that
imaginary stories
encourage your reading?
17
3,88
1,054
2
5
8. How often does your teacher
use collaborative
work in your classes?
17
3,35
,786
2
5
9. How often do you
organize your time to leave a
space for reading?
17
2,12
,697
1
3
10. Do you think that the
narration of a fairy tale
17
4,59
,618
3
5
makes English classes more
interesting and funny?
Vol. 11/ Núm. 2 2024 pág. 1869
11. Do you think that the use
of expressiveness when a fairy
tale is narrated makes the
story more interesting?
17
4,71
,588
3
5
12. Do you consider that you
feel attracted to reading when
a text is easy to understand
and that is accompanied by
pictures or graphics?
17
4,88
,332
4
5
13. Do you consider that
comprehension of a text
makes the learning process
easier?
17
4,76
,562
3
5
14. Do you consider that the
context of the story helps you
to understand better the text?
17
4,53
,624
3
5
15. Do you consider that the
text should be chosen
according to your English
level and your age?
17
4,94
,243
4
5
16. When you read, do you
understand the main idea of a
text?
17
3,94
,659
3
5
17. When you read a text
without a title, is it easy for
you to identify the topic of the
text?
17
3,41
,795
2
5
18. Do you think that
implementing a reading
strategy improves reading?
For example, predicting,
asking question to yourself.
17
4,47
,943
2
5
19. Do you consider that if you
don’t understand a word of a
sentence the rest of the text
helps you to guess the
meaning of it?
17
4,06
,827
3
5
20. Do you consider you can
guess what is going to happen
next in a story
when you are reading?
17
3,65
,786
3
5
Note: Table n°1 shows descriptive statistics according to the data collected with 4
th
Year students at “Unidad Educativa
Bilingue La Granja”
Vol. 11/ Núm. 2 2024 pág. 1870
In table 2, the descriptive values of the mean are displayed, where the 20 questions that were
part of the survey applied to the students are analyzed, in this way it is evident that questions 1, 5
and 9; they have a value below the standard mean which is 2.5.
For question 1 where; How often does your teacher use literary resources in your English
classes?, the 52.94% of the students who almost never use the teacher literary resources in English
classes; in question 5. How often does your teacher use fairy tales in your English classes? 70.59%
of the students affirm that the teacher Never uses fairy tales in English classes; 17.65% mention
that the teacher Almost never uses fairy tales; finally in question 9. How often do you organize
your time to leave a space for reading?, there is a trend of students who mention that they almost
never organize their time to leave a space for reading, this trend is 52.94%, therefore, it is taken
as perceptions that currently students do not adequately use fairy tales for the improvement of
reading skills.
Within the perceptions that can be evidenced in the research, it is determined that fairy tales
are stories that allow students to increase creativity, teamwork and above all imagination, in the
same way the student is able to improve their vocabulary and consequently their reading skills,
which allows a better reading comprehension of the students.
Figure 1
Response option percentages of the 17 students
Note: This table shows the percentages of the response options of the 17 students, elaborated by Núñez, R.(2022).
Figure 1 shows the results obtained from the 17 students who were part of the research, as
well as the trends that exist in each of the 20 questions with the respective response options in
each of them.
There are a total of 10 questions with a calculated mean greater than the standard mean of
the research, these questions are Question 3 with a mean of 4.53; question 4 means 4.65; question
10: 4.59, question 11: 4.71; question 12: 4.88; question 13: 4.76;
question 14: 4.53; question 15: 4.94 question 18: 4.47 and finally question 19 with a
calculated mean of 4.06; Therefore, the discussion is reached that students feel motivated and with
100,00
94,12
88,24
90,00
82,35
80,00
76,47
70,59
76,47
70,59
76,47
70,59
70,00
64,71
64,71
58,82
58,8258,8
2
60,00
52,94
50,00
52,94
52,94
47,06
40,00
35,29
35,29
29,41
29,41
17,65 17,65 17,65 17,65
17,65
17,65
11,76
17,65
23,53
17,65
17,65
20,00
10,00
5,858,8
8
5,88
5,88
11,76 11,76
5,88 5,88
5,88
0,00
0,00
0,0
0
0
,00
0,0
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
5,88
0,00
question question question question question question question question question question question question question question question question question question question
question
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
20
Vol. 11/ Núm. 2 2024 pág. 1871
the ability to create extra content based on fairy tales when these are applied as a strategy in the
improvement of reading skills.
Figure 2
General Mean
Note: Table n°2 shows the general mean with each item of the scale, elaborated.
Figure 2 shows that the indicator with the greatest trend in most of the questions is always
with a mean of 40.88% of the total population, followed by the Sometimes indicator with a trend
of 23.53%; Almost always with 20.88% and finally Almost never and Never with 9.12 and 5.59
of the lowest trends respectively.
Verification of hypotheses
Table 3
Vol. 11/ Núm. 2 2024 pág. 1872
By having a descriptive investigation, it proceeds with the hypothesis test summary where
it can be evidenced by means of the calculation of the Friedman Chi square that questions 1, 6, 7,
9, 16, 19 and 20 have a higher P value. to 0.05 (Standard P value); therefore, for these questions
it is important to develop or at the same time apply frequently the Fairy Tales, which allow an
improvement in the development of reading skills; therefore the teacher must apply strategies that
allow students to improve this ability, it is the case of the most frequent implementation of literary
resources in their English classes, in the same way it should be created some activities where the
student creates real stories based on their perceptions in the development of Reading; likewise the
creation of teamwork, form a cooperative learning within the classroom.
The students think that the narration of a fairy tale makes English classes more interesting
and funny, since they allows motivation, imagination and creativity for the development of the
skill to be improved.
Hypothesis testing
Table 4
Test Statistics
Qu
est
ion
_1
Qu
est
ion
_2
Qu
est
ion
_3
Qu
est
ion
_4
Qu
est
ion
_5
Qu
est
ion
_6
Qu
est
ion
_7
Qu
est
ion
_8
Qu
est
ion
_9
Qu
esti
on
_1
0
Qu
esti
on
_1
1
Qu
esti
on
_1
2
Qu
esti
on
_1
3
Qu
esti
on
_1
4
Qu
esti
on
_1
5
Qu
esti
on
_1
6
Qu
esti
on
_1
7
Qu
esti
on
_1
8
Qu
esti
on
_1
9
Qu
esti
on_
20
Chi-Square
2,9
41
a
14,
58
8
a
19,
47
1
b
14,
23
5
a
19
,4
71
b
2,
23
5
a
6,
29
4
b
14
,7
65
b
3,
29
4
a
8,9
41
a
14,
58
8
a
9,9
41
c
18,
47
1
a
7,1
76
a
13,
23
5
c
5,0
59
a
11,
47
1
b
19,
00
0
b
,11
8
a
3,2
94
a
Vol. 11/ Núm. 2 2024 pág. 1873
df
2
2
3
2
3
2
3
3
2
2
2
1
2
2
1
2
3
3
2
2
Asymp.
Sig.
,23
0
,00
1
,00
0
,00
1
,0
00
,3
27
,0
98
,0
02
,1
93
,01
1
,00
1
,00
2
,00
0
,02
8
,00
0
,08
0
,00
9
,00
0
,94
3
,19
3
0 cells (0,0%) have expected frequencies less than 5. The minimum expected cell frequency is 5,7.
4 cells (100,0%) have expected frequencies less than 5. The minimum expected cell frequency is 4,3.
0 cells (0,0%) have expected frequencies less than 5. The minimum expected cell frequency is 8,5.
Table 3 checks the information that was presented in the hypothesis summary, where items
1, 6, 7, 9, 16, 19 and 20 are questions whose statistical value exceeds the standard comparison P-
value; that is to say; the calculated Pvalue is greater than 0.05; therefore, the teacher must resort
to the inclusion of fairy tales; in question 8 the teacher must apply activities that promote interest
to apply the improvement in the Reading skill; Regarding question 9, where the frequency of
participation in class for some type of reward is measured, there is a low indication; since the
teacher does not apply this type of activities so frequently; and finally in questions 19 and 20
where the frequency of knowing the pronunciation of a new word is measured, it is an activity that
is not applied frequently in the same way; therefore, actions should be taken to apply the best
strategy with regard to the study variable; where all these types of resources can be applied as a
strategy to improve reading learning.
Finally, having a calculated p-value of less than 0.05 in 13 questions out of the 20 asked to
the students; the rejection of the null hypothesis (H0) and the acceptance of the alternative
hypothesis (H1) are considered, which mentions that Fairy Tales influence the improvement of
reading skills. Therefore, these types of resources should be applied in teaching reading skills to
students.
DISCUSSION
The implementation of strategies by teachers that encourage both individual and group
work, both inside and outside the classroom, is essential for developing vocabulary and enhancing
reading skills. Such strategies not only foster a deeper understanding of language but also ignite
creativity, motivation, and imagination among students. By engaging in activities that require the
exploration of new words, students can make significant contributions to their reading abilities.
Promoting the creation of fairy tales provides students with a unique opportunity to connect
with a rich tradition of storytelling. When discussing this educational resource, it is important to
recognize that fairy tales encompass a wide range of characters from popular and ancestral
folklore, including goblins, elves, unicorns, witches, gnomes, and other fantastic beings. This
broad scope allows students to draw from both tradition and contemporary imagination, fostering
a sense of originality in their writing. The process of creating their own fairy tales can lead to
unique experiences that students can share, enhancing their engagement and investment in the
learning process.
Vol. 11/ Núm. 2 2024 pág. 1874
Developing activities that emphasize both individual and collaborative work is crucial for
promoting students' communicative competence. When students engage in writing their own fairy
tales or other narrative forms, they practice essential language skills, including written and oral
comprehension, written and oral production, and interaction. These activities not only improve
their vocabulary and reading skills but also encourage critical thinking and creativity.
Collaboration in writing projects allows students to learn from one another, share ideas,
and refine their work through peer feedback. This interaction fosters a supportive learning
environment where students can take risks and explore their creative potential. Individual writing
assignments, on the other hand, provide students with the space to express their thoughts and
develop their unique voice.
The integration of fairy tales and collaborative writing activities into the curriculum can
significantly enhance students' reading and vocabulary skills. By fostering creativity and
encouraging collaboration, educators can create a dynamic learning environment that promotes
language development and a love for storytelling. This holistic approach not only benefits
students academically but also enriches their social and emotional learning experiences.
CONCLUSIONS
Based on the theoretical review on fairy tales, it is important to highlight that this type of
resource promotes creativity and imagination in children; even more so when they are participants
in their own stories, the same ones that are generating reading skills and therefore the development
of vocabulary to improve reading; the effectiveness of this type of resources in the learning and
evolution of the child is 85%.
It was possible to show that students who use fairy tales for Reading learning develop empathy
which allows the student to intuitively recognize unreal facts and at the same time improve the
inner experience through imagination and social relationships.
It is very important to recognize that fairy tales improve students' empathy and how this
improves collaborative work inside and outside the classroom, likewise allows the student to open
their minds since this type of resource allows the understanding of other people's realities and
unreal, the same ones that assume them in everyday life.
Vol. 11/ Núm. 2 2024 pág. 1875
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