Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N = 207) during the COVID-19 pandemic. The study had a pretest, posttest, and follow-up design, with two intervention groups (remote vs face-to-face) and a control group. The intervention groups experienced 20 intervention sessions (2 sessions per week), each lasting approximately 50 min. Word reading accuracy, text reading accuracy, and fluency were measured in the three rounds of assessment. In both intervention groups, all measures of reading showed gains from pretest to posttest. The results also suggested that the efficacy of the intervention was similar in the remote and face-to-face modalities. These findings highlight the relevance of systematic interventions in increasing reading fluency and support the use of remote interventions as an adequate alternative to face-to-face interventions.
Este estudo pretende contribuir para uma visão compreensiva dos processos emocionais e sociais no domínio das relações entre pares. Mais especificamente trata-se de estudar a capacidade preditiva do conhecimento emocional e das habilidades sociais na determinação da aceitação pelos pares. Participaram neste estudo, 131 crianças que frequentavam o 3º ano de escolaridade. Os resultados revelaram que as habilidades sociais medeiam o efeito do conhecimento emocional na aceitação pelos pares. O contributo do conhecimento emocional da criança para a sua aceitação pelos pares é explicado de forma significativa pelas suas habilidades sociais.DOI: http://dx.doi.org/10.17575/rpsicol.v24i2.309
The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a teacher and the number of times students trained reading during a synchronous lesson also increased in the second lockdown. Additionally, in the second lockdown, parents perceived synchronous lessons to be more effective at improving their child's reading skills and perceived themselves as more capable of supporting their child in reading acquisition. These findings are used to discuss school responses and remote teaching and learning practices during the COVID-19 pandemic.
It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent literacy screening test for Portuguese-speaking children. The test includes two phonological awareness tasks, one vocabulary task, and one concepts of print task. The sample comprised 1379 children from pre-K (n = 314), kindergarten (n = 579), and first grade of primary education (n = 486). Measures of emergent literacy, reading and writing skills, and academic achievement were used to test the validity of the screening test. The Rasch model results suggest that the tasks were suitably difficult for the kindergarten group, but had varying levels of difficulty for pre-K and first grade. Reliability was adequate for the tasks with an appropriate level of difficulty. Scores for the screening test were highly correlated with measures of literacy and with academic achievement. These findings suggest that the presented emergent literacy screening test is valid and reliable, making it a useful tool for practice and research.
Este artigo apresenta uma intervenção psicodramática com sete adolescentes ao longo de oito sessões no período de férias escolares de verão, que decorreu numa clínica hospitalar de Psiquiatria e Saúde Mental do norte de Portugal. A pertinência da manutenção do processo psicoterapêutico já iniciado em alguns adolescentes, e a necessidade de dar uma resposta psicoterapêutica a outros, fez com que se desse continuidade a um grupo de intervenção durante o verão, altura em que o acompanhamento grupal é habitualmente suspenso. Considera-se que a presença nestas sessões, para além da ação terapêutica, pôde constituir-se como uma continuidade do cumprimento de um compromisso semanal extrínseco ao contexto sociofamiliar pela promoção de trocas sociais com pares comprometidas pela interrupção escolar. O estudo, de caráter retrospectivo, teve como objetivo identificar os problemas/dificuldades, assim como compreender a experiência subjetiva dos adolescentes sobre o processo terapêutico em grupo de psicodrama. Para tal, foi aplicado um conjunto de instrumentos ideográficos antes, durante e após a intervenção. Os resultados deste estudo serão discutidos tendo em conta as implicações para a investigação e prática clínica psicodramática. A avaliação final da experiência sugere que o psicodrama promoveu mudanças ao nível do comportamento e funcionamento psicológico dos adolescentes, nomeadamente na diminuição da percepção de ansiedade e de desadequação no desempenho social, na melhoria do autoconceito e da identificação/expressão emocional que são reveladoras de saúde mental.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.