Eficacia de un programa de fluidez lectora con escolares disléxicos

  1. Natalia Ferrada Quezada
  2. Paula Outón Oviedo
Revista:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Ano de publicación: 2019

Volume: 39

Número: 1

Páxinas: 11-19

Tipo: Artigo

DOI: 10.1016/J.RLFA.2018.05.003 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Revista de logopedia, foniatría y audiología

Resumo

Background and objective One 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. Method The 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. Results Results 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. Conclusions These 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.

Referencias bibliográficas

  • Allington, R.L., What really matters in fluency: Research-based practices across the curriculum (2009), Pearson Boston
  • Álvarez-Cañizo, M., Suárez-Coalla, P., Cuetos, F., The role of reading fluency in children's text comprehension (2015) Frontiers in Psychology, 6, pp. 1-8
  • American Psychiatric Association, Manual diagnóstico y estadístico de los trastornos mentales: DSM-5 (2014), 5.a ed. Editorial Médica Panamericana Madrid
  • Barca, L., Burani, C., di Filippo, G., Zoccolotti, P., Italian developmental dyslexic and proficient readers: Where are the differences? (2006) Brain and Language, 98, pp. 347-351
  • Cohen, J., Statistical power analysis for the behavioral sciences (1988), 2.a ed. Lawrence Earlbaum Associates Hillsdale, NJ
  • Fountas, I.C., Pinnell, G.S., Assessing fluency and phrasing (2010) Benchmark Assessment System, 2. , 2.a ed. I.C. Fountas G.S. Pinnell Heinemann Portsmouth
  • Garzón, M., Jiménez, M.E., Seda, I., El teatro de lectores para mejorar la fluidez lectora en niños de segundo grado (2008) Lectura y Vida: Revista Latinoamericana de Lectura, 29 (1), pp. 32-44
  • Keehn, S., The effect of instruction and practice through readers theatre on young readers’ oral reading fluency (2003) Reading Research and Instruction, 42 (4), pp. 40-61
  • Klauda, S.L., Guthrie, J.T., Relationships of three components of reading fluency to reading comprehension (2008) Journal of Educational Psychology, 100, pp. 310-321
  • Kuhn, M.R., Schwanenflugel, P.J., Meisinger, E.B., Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency (2010) Reading Research Quarterly, 45 (2), pp. 230-251
  • Kwok, R.K.W., Ellis, A.W., Visual word learning in adults with dyslexia (2014) Frontiers in Human Neuroscience, 8, p. 264
  • Lee, J., Yoon, S.Y., The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis (2017) Journal of Learning Disabilities, 50 (2), pp. 213-224
  • Marchant, T., Recart, I., Cuadrado, B., Sanhueza, J., Pruebas de dominio lector Fundación Educacional Arauco para alumnos de enseñanza básica (2009), 4.a ed. Ediciones Universidad Católica de Chile Santiago
  • Martínez, R., Roser, N.L., Strecker, S., “I never thought I could be a star”: A readers theatre ticket to fluency (1998) The Reading Teacher, 52, pp. 326-334
  • Mraz, M., Nichols, W., Caldwell, S., Beisley, R., Sargent, S., Rupley, W., Improving oral reading fluency through readers theatre (2013) Reading Horizons, 52 (2), pp. 163-180
  • Outón, P., Adaptación del Test de Dislexia Bangor al castellano y al gallego (Tesis de Licenciatura) (1996), Universidad de Santiago de Compostela Santiago de Compostela
  • Outón, P., Diseño, implementación y evaluación de programas de intervención con disléxicos (Tesis doctoral) (2003), Universidad de Santiago de Compostela Santiago de Compostela
  • Pae, S., Shin, G., Seol, A., Developmental characteristics of word decoding and text reading fluency among Korean children with developmental dyslexia (2017) Communication Sciences and Disorders, 22, pp. 271-283
  • Paige, D.D., Rasinski, T.V., Magpuri-Lavell, T., Is fluent, expressive reading important for high school readers? (2012) Journal of Adolescent & Adult Literacy, 56 (1), pp. 67-76
  • Ramírez, V., Rosas, R., Test de inteligencia para niños Wechsler (WISC-III v.ch.) (2007), 3.a ed. Ediciones Universidad Católica de Chile Santiago
  • Rasinski, T.V., The fluent reader: Oral & silent reading strategies for building fluency, word recognition & comprehension (2010), 2.a ed. rev. Scholastic New York
  • Rasinski, T.V., Padak, N.D., From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school (2008), 2.a ed. Pearson Boston
  • Raven, J.C., Court, J.H., Raven, J., Test de matrices progresivas: escala coloreada (2010), 6.a ed. reimp. Paidós Buenos Aires
  • Schaars, M.M.H., Segers, E., Verhoeven, L., Word decoding development during phonics instruction in children at risk for dyslexia (2017) Dyslexia. An International Journal of Research and Practice, 23, pp. 141-160
  • Stevens, E.A., Walker, M.A., Vaughn, S., The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014 (2016) Journal of Learning Disabilities, 50 (5), pp. 1-15
  • Suárez-Coalla, P., Cuetos, F., Formation of orthographic representations in Spanish dyslexic children: The role of syllable complexity and frequency (2017) Dyslexia. An International Journal of Research and Practice, 23, pp. 88-96
  • Wexler, J., Vaughn, S., Edmonds, M., Reutebuch, C.K., A synthesis of fluency interventions for secondary struggling readers (2008) Reading and Writing: An Interdisciplinary Journal, 21 (4), pp. 317-347
  • Young, C., Rasinski, T.V., Implementing readers theatre as an approach to classroom fluency instruction (2009) The Reading Teacher, 63 (1), pp. 4-13
  • Ziegler, J.C., Perry, C., Ma-Wyatt, A., Ladner, D., Schulte-Körne, G., Developmental dyslexia in different languages: Language specific or universal? (2003) Journal of Experimental Child Psychology, 86 (3), pp. 169-193
Fonte de datos: Dialnet