Eficacia de un programa de fluidez lectora con escolares disléxicos

Abstract

Background and objectiveOne of the most common difficulties for dyslexics is the lack of reading fluency. This difficulty involves a lot of effort in order to read a text, spending an excessive amount of time, and with a lack of expressiveness. For the treatment of this difficulty, several strategies have been considered, repeated reading being the most commonly used. The aims of this study are to determine the effectiveness of an intervention programme aimed at improving reading fluency through theatre scripts, and observe whether the results depend upon students’ sociocultural and economic background. MethodThe sample consisted of 11 third- and fourth-grade students with dyslexia distributed into two groups according to the educational centre of provenance (public or charter school). A pre-experimental design pre-test and post-test study approach was used to prove the effectiveness of the programme. Automation and prosody were evaluated as accuracy-dependent variables through the reading of theatrical texts, the Fundar Reading Proficiency test, and a Scale of Prosody Assessment. ResultsResults indicate that children improved significantly in automation and prosody, but not that much in reading accuracy. Furthermore, the programme obtained similar results in both groups. ConclusionsThese findings match other studies and suggest that the reading of theatrical texts is an effective strategy for improving reading fluency in dyslexic students of this age group.