Intervention based on shared story reading: effect on low and high reading and writing tasks

Purpose: To investigate the effectiveness of an intervention proposal based on shared story reading for reading comprehension. written narrative and word reading/writing. Methods: 44 children divided into groups according to their performance in a reading comprehension test The first group, named G1, was composed by children with reading comprehension difficulty; the second group, named G2, was composed by children who did not present difficulties. All children were evaluated regarding reading/writing isolated words, reading comprehension of sentences and written narrative. After this evaluation, children from G1 participated in an intervention program (15 meetings) that stimulated shared story reading. After the intervention, all children were reevaluated. Statistical analysis was intra and intergroup, being applied appropriate statistical tests adopting the significance level lower than 0.05%. Results: After the intervention program, children of G1 showed significant improvement in the evaluated variables. In the intergroup analysis. at the time of the evaluation. G1 was different from the G2 in reading-Writing. reading comprehension, ability to correctly judge the verbs and in textual coherence. In the reassessment, G1 matched G2 in textual coherence, and approached G2 in reading writing isolated words and reading comprehension. Conclusion: The shared reading of stories promoted the development of low and high level reading and writing skills. being more effective for high-level strategies (example, written narrative). It is suggested that, for orthographic questions, a specific program for this aspect be associated.