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<p>The study examined the effectiveness of a structured, multicomponent intervention program designed to improve reading fluency in European Portuguese among students with reading difficulties. Specifically, it analyzed growth trajectories in reading speed, accuracy, and expressiveness, and investigated whether the total number of remedial reading hours predicted progress in these dimensions. A total of 1264&#xa0;s-grade students participated: 280 received the intervention, 336 formed an equivalent comparison group, and 648 comprised a non-equivalent group. Linear mixed models showed that the intervention group made significant improvements across all reading fluency dimensions. Reading speed followed a linear trajectory, whereas reading accuracy and expressiveness exhibited curvilinear growth, with steeper initial gains followed by deceleration. The intervention group outperformed both comparison groups in speed and accuracy, while gains in expressiveness were modest, emerging only in comparison with the non-equivalent group. Importantly, the total number of remedial reading hours was not significantly associated with progress in any dimension. These findings underscore the effectiveness of comprehensive, well-structured interventions for struggling readers and highlight the multidimensional nature of reading fluency, where each dimension follows a distinct developmental trajectory.</p>

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Reading fluency growth and dosage effects in an intervention program for second-grade struggling readers

  • 期刊论文

  • 发表日期：

    2025年11月24日

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  • Soraia Araújo,
  • João Lopes,
  • Célia Oliveira

摘要

The study examined the effectiveness of a structured, multicomponent intervention program designed to improve reading fluency in European Portuguese among students with reading difficulties. Specifically, it analyzed growth trajectories in reading speed, accuracy, and expressiveness, and investigated whether the total number of remedial reading hours predicted progress in these dimensions. A total of 1264 s-grade students participated: 280 received the intervention, 336 formed an equivalent comparison group, and 648 comprised a non-equivalent group. Linear mixed models showed that the intervention group made significant improvements across all reading fluency dimensions. Reading speed followed a linear trajectory, whereas reading accuracy and expressiveness exhibited curvilinear growth, with steeper initial gains followed by deceleration. The intervention group outperformed both comparison groups in speed and accuracy, while gains in expressiveness were modest, emerging only in comparison with the non-equivalent group. Importantly, the total number of remedial reading hours was not significantly associated with progress in any dimension. These findings underscore the effectiveness of comprehensive, well-structured interventions for struggling readers and highlight the multidimensional nature of reading fluency, where each dimension follows a distinct developmental trajectory.