Resumo

FREIRE, Cláudia Margarida Brito; FESTAS, Maria Isabel Ferraz  e  PEREIRA, Marcelino Arménio Martins. The Impact of the Program "I'm Still Learning" on Reading Fluency of Students with Difficulties. Estud. pesqui. psicol. [online]. 2021, vol.21, n.spe, pp. 1665-1682. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.64040.

Intervention strategies in the context of difficulties in learning to read are the focus of this work. In the national panorama, the scarcity of these educational resources, associated with the low investment in their empirical validation, guided our interest in analyzing this theme. The recent program "I'm Still Learning" is a tool that aims to assess and intervene in learning to read, but there are no known studies attesting to its effectiveness. In this context, we developed a study with 44 2nd grade students with difficulties in learning to read, which we randomly distributed into two groups, experimental and control, as to measure the impact of the program on reading fluency. The "I'm Still Learning" was applied to the experimental group, individually or in a small group, in 18 sessions of 30 minutes during six weeks. The control group did not follow the program. The performance of both groups was monitored at three times (pre-test, post-test and follow-up). The results demonstrate that the students in the experimental group registered a manifestly superior performance in fluency (h2 = .30), assuming this as a proof of the effectiveness of the intervention.

Palavras-chave : difficulties in learning to read; reading fluency; intervention; program "I`m still learning"; 2nd grade.

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