This paper diagnoses the reading skills at the onset of second grade after one (final) trimester of first grade, with online schooling as a result of COVID-19. It also describes and assesses the impact of a Reading Skills Consolidating Program conducted with second graders during the first weeks of the school year. This intervention program focuses on the promotion of letter-sound, phonemic awareness, decoding and spelling. The intervention was implemented with 446 second graders, preceded and followed by a reading assessment. Results were analyzed with an intra (pre- and post-test) group design. A paired sample t-test indicated statistically significant differences between the two assessment moments, with higher values at the post-test. At the pre-test, there was a significantly higher than the normally expected percentage of students with a reading level on or below the 10th percentile along with a significantly worse performance among low Socioeconomic Status (SES) students. The post-test revealed a positive impact of the training program.
Publisher
Humanities and Social Sciences Communications
Published On
Feb 07, 2022
Authors
Ana Sucena, Ana Filipa Silva, Cátia Marques
Tags
reading skills
second grade
COVID-19
intervention program
socioeconomic status
phonemic awareness
decoding
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