Promover a fluência em leitura: um estudo com alunos do 2º ano de escolaridade

Neste artigo são analisados os resultados de um Programa de Promoção da Fluência em Leitura (PPFL), implementado junto de 74 alunos do 2º ano de escolaridade de um Agrupamento Escolar do norte de Portugal. O PPFL é constituído por 22 sequências didáticas, elaboradas a partir de 22 textos (9 narrativos, 4 informativos e 9 poemas). Cada sequência foi operacionalizada em sessões de 10 a 15 minutos, durante 22 semanas, em ciclos de cinco dias (quinta-feira a quarta-feira). Em cada semana foi trabalhado apenas uma sequência didáctica (i.e. um texto). Foi utilizado um design quase experimental, com grupo experimental e grupo de controlo e com pré e pós-teste. Os sujeitos foram avaliados através de um teste de fluência de leitura – o Teste de Fluência em Leitura (TFL) –, considerando as variáveis velocidade e precisão. Os resultados evidenciam diferenças significativas a favor do grupo experimental, que superou as diferenças iniciais que se registavam no pré-teste. A análise qualitativa do impacto do PPFL aponta para um incremento na motivação para ler, no envolvimento da família e para a mudança de práticas por parte dos professores envolvidos.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) no âmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referência POCI-01-0145-FEDER-00756

Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs

This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted “Direct Mapping and Set-for-Variability” with a “Common and Best Practices” taught control condition in a matched quasi-experimental design. To test claims of cross-linguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modeling analyses confirmed that children in the intervention condition showed improved performance at posttest on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development

Exploring a guided, silent reading intervention: Effects on struggling third-grade readers’ achievement

The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores