Programa de intervención en habilidades de lectura: evaluación de su efectividad en estudiantes de segundo año de educación básica

Abstract

Early literacy still shows gaps in second-grade classrooms; in this context, a reading intervention program was designed and implemented using the Lorenzo Filho Test for screening and follow-up. Objective: Evaluate the effectiveness of a reading intervention program applied to second-grade students in basic education with reading difficulties diagnosed through the Lorenzo Filho Test. Methodology: quantitative study with a one-group, pretest–posttest quasi-experimental design; a three-month intervention with brief sessions focused on phonological awareness, guided oral reading, and repeated practice; descriptive and inferential analyses with assumption checks. Results: the diagnostic phase indicated prominent challenges in attention/fatigability, motor coordination, and auditory memory; post-intervention, performance shifted toward higher levels, with consistent gains in immediate memory, motor memory, and pronunciation, alongside a decrease in difficulty categories. The t test supported differences between pre- and post-intervention, the correlation was positive, and descriptive statistics showed a higher central tendency with contained variability. Conclusion: the program was effective for reading indicators in second grade, and the test’s use provided traceability for pedagogical decisions and continuous monitoring.