SciELO - Scientific Electronic Library Online

vol.4 issue2Evaluating progress in reading acquisition within a Response to Instruction model in the Canary Islands author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Escritos de Psicología (Internet)

On-line version ISSN 1989-3809Print version ISSN 1138-2635


GOMEZ ZAPATA, Esther; DEFIOR, Sylvia  and  SERRANO, Francisca. Improving reading fluency in dyslexia: designing a Spanish intervention program. Escritos de Psicología [online]. 2011, vol.4, n.2, pp.65-73. ISSN 1989-3809.

This article describes the process of planning an intervention program aimed at improving reading fluency in children with developmental dyslexia. Reading fluency is considered a crucial component in achieving literacy, especially regarding its role in facilitating reading comprehension. Improving reading fluency is particularly important for children with developmental dyslexia as they have difficulties automatizing word recognition. These difficulties lead to suboptimal reading skills that ultimately affect reading comprehension. This study shows the steps involved in planning an intervention program that combines accelerated and repeated reading, two methodologies commonly used to improve fluency. This is a structured and sequential training programme which includes syllable, word and text reading. The aim is to automatize the reading of sublexical units-which are easily recognizable in Spanish-to facilitate faster and more efficient word recognition. This will improve fluency when reading full texts. The program also includes metaphonological ability training.

Keywords : Reading Fluency; Dyslexia; Literacy Training.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License