In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.
Alphabetic orthographies vary in terms of depth, i.e., in terms of the complexity and consistency of the phoneme-grapheme correspondences (Seymour, 2008). Therefore, they can be classified in a depth continuum, where transparent orthographies (e.g., Finnish) are those that have mainly consistent correspondences between phonemes and graphemes, whereas opaque orthographies (e.g., English) have more complex and inconsistent correspondences. Intermediate depth orthographies, such as European Portuguese, are in the middle of the continuum, being composed of some regularities and some more complex relationships between sounds and letters (Seymour et al., 2003;Sucena et al., 2009). Oral reading fluency (ORF) can be defined as "the ability to read a text quickly, accurately, and with proper expression" (National Institute of Child Health and Human Development, 2000, p. 3-5). Evidence for a close relationship between ORF and reading comprehension has been systematically provided, not only in opaque (
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