Key points are not available for this paper at this time.
This paper assesses the impact of a program aimed at developing reading fluency in Brazilian students in primary school. Students were randomly assigned to participate in the program. The program was based on the repeated reading principle and consisted of group training sessions in which an instructor used diversified reading techniques to guide students in reading books suitable for the student's reading level. The program lasted three months, with three 30-minute sessions per week. We found positive impacts on speed (number of words read per minute) and accuracy (proportion of misread words), but no impact on prosody or reading comprehension.
Gomes et al. (Fri,) studied this question.