INTERVENTION IN READING SKILLS OF 2ND GRADE STUDENTS

Abstract

Difficulties in learning to read are among the most significant causes of low academic performance and failure in school. International studies indicate the need to assess reading skills intentionally and systematically, to trigger timely interventions in the early years of schooling and prevent worsening difficulties that could impact children's academic future. This single-subject experimental study aims to evaluate the effects of implementing an intervention program focused on developing reading fluency and accuracy. Seven 2nd grade students with signs of dyslexia or difficulties in learning to read and write, identified by the class teacher, participated in the study. The intervention was monitored through pre-, during and post-intervention assessments. Intervention strategies were planned and adjusted based on systematic observations, records and discussion of the results. The results of the intervention indicate an improvement in the target students' reading accuracy and fluency and a reduction in the gap with their peers, as well as a greater understanding of intervention strategies in this area. It was possible to verify how the training of phonological skills, auditory and visual attention, phonological awareness and memory, automation in reading words and pseudowords, correct articulation of sounds, verbal and orthographic fluency, influences the acquisition and development of reading skills.