Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/78281
Registo completo
Campo DC | Valor | Idioma |
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dc.contributor.author | Cruz, Joana | por |
dc.contributor.author | Mendes, Sofia Abreu | por |
dc.contributor.author | Marques, Sofia | por |
dc.contributor.author | Alves, Diana | por |
dc.contributor.author | Cadime, Irene Maria Dias | por |
dc.date.accessioned | 2022-06-07T18:14:05Z | - |
dc.date.available | 2022-06-07T18:14:05Z | - |
dc.date.issued | 2022-01-18 | - |
dc.identifier.uri | https://hdl.handle.net/1822/78281 | - |
dc.description.abstract | 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. | por |
dc.description.sponsorship | This work was financially supported by the Portuguese Foundation for Science (FCT) and Technology and the Portuguese Ministry of Science, Technology, and Higher Education through national funds within the framework of the Psychology for Positive Development Research Center-CIPD (grant number UIDB/04375/2020) and the Psychology Research Centre (UIDB/PSI/01662/2020). | por |
dc.language.iso | eng | por |
dc.publisher | Frontiers Media | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04375%2F2020/PT | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F01662%2F2020/PT | por |
dc.rights | openAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | reading fluency | por |
dc.subject | reading accuracy | por |
dc.subject | reading intervention | por |
dc.subject | remote intervention | por |
dc.subject | elementary education | por |
dc.subject | COVID-19 | por |
dc.title | Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic | por |
dc.type | article | - |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.frontiersin.org/articles/10.3389/feduc.2021.817711/full | por |
dc.comments | The raw data supporting the conclusion of this article will be made available by the authors, without undue reservation. | por |
oaire.citationVolume | 6 | por |
dc.date.updated | 2022-06-07T15:52:11Z | - |
dc.identifier.eissn | 2504-284X | por |
dc.identifier.doi | 10.3389/feduc.2021.817711 | por |
dc.subject.fos | Ciências Sociais::Psicologia | por |
dc.subject.wos | Social Sciences | - |
sdum.export.identifier | 11243 | - |
sdum.journal | Frontiers in Education | por |
oaire.version | VoR | por |
Aparece nas coleções: | CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Cruz2022_Remote.pdf | 924,98 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons