@article {4000,
	title = {An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic},
	journal = {Frontiers in Psychology},
	volume = {13},
	year = {2022},
	month = {05/2022},
	chapter = {862383},
	abstract = {<p>In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool "I{\textquoteright}m still learning," which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students{\textquoteright} gender, the number of sessions attended and the interventionist; and (c) to investigate parents{\textquoteright} perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (<em>N</em>\&nbsp;= 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students{\textquoteright} gender, number of intervention sessions attended or interventionist. Parents{\textquoteright} perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.</p>
},
	keywords = {COVID-19; Tier 2 intervention; digital tool; reading disabilities; remote intervention},
	doi = { 10.3389/fpsyg.2022.862383},
	author = {Irene Cadime and Iolanda Ribeiro and Joana Cruz and Maria do C{\'e}u Cosme and Diana Meira and Fernanda Leopoldina Viana and Sandra Santos}
}
@article {3849,
	title = {Growth, stability and predictors of word reading accuracy in European Portuguese: A longitudinal study from Grade 1 to Grade 4.},
	journal = {Current Psychology},
	year = {2019},
	pages = {Advance online publication.},
	doi = {10.1007/s12144-019-00473-w},
	author = {Irene Cadime and S{\'e}li Chaves-Sousa and F L Viana and Sandra Santos and Jos{\'e} Maia and Iolanda Ribeiro}
}
@booklet {3597,
	title = {Conhecer, atuar e mudar. Prova de rastreio, 4{\textordmasculine} ano, vers{\~a}o 1.},
	year = {2018},
	address = {Maia},
	author = {Irene Cadime and Sandra Santos and Iolanda Ribeiro and F L Viana and Celda Morgado and Adriana Baptista}
}
@booklet {3593,
	title = {Conhecer, atuar e mudar. Manual de aplica{\c c}{\~a}o e de cota{\c c}{\~a}o das provas de rastreio {\textendash} 4{\textordmasculine} ano, vers{\~a}o 1.},
	year = {2018},
	address = {Maia},
	author = {Irene Cadime and Sandra Santos and Iolanda Ribeiro and F L Viana and Celda Morgado and Adriana Baptista}
}
@article {3712,
	title = {The interrelatedness between infants{\textquoteright} communicative gestures and lexicon size: A longitudinal study},
	journal = {Infant Behavior and Development },
	volume = {48},
	year = {2017},
	pages = {88-97},
	doi = {10.1016/j.infbeh.2017.05.005. },
	author = {Irene Cadime and Carla Silva and Sandra Santos and Iolanda Ribeiro and F L Viana}
}
@article {3711,
	title = {The role of word recognition, oral reading fluency and listening comprehension in the simple view of reading: A study in an intermediate depth orthography. },
	journal = {Reading and Writing},
	volume = {30},
	year = {2017},
	pages = {591-611},
	doi = {10.1007/s11145-016-9691-3},
	author = {Irene Cadime and Bruna Rodrigues and Sandra Santos and F L Viana and S{\'e}li Chaves-Sousa and Maria do C{\'e}u Cosme and Iolanda Ribeiro}
}
@article {3724,
	title = {Compreens{\~a}o de textos: Diferen{\c c}as em fun{\c c}{\~a}o da modalidade de apresenta{\c c}{\~a}o da tarefa, tipo de texto e tipo de pergunta},
	journal = {An{\'a}lise Psicol{\'o}gica},
	volume = {35},
	year = {2017},
	pages = {351-366},
	doi = {10.14417/ap.1234},
	author = {Irene Cadime and Sandra Santos and T Leal and F L Viana and Bruna Rodrigues and Maria do C{\'e}u Cosme and Iolanda Ribeiro}
}
@conference {3621,
	title = {Diagnostic accuracy of oral reading fluency in reading performance.},
	booktitle = {17th European Conference on Developmental Psychology},
	year = {2015},
	address = {Braga: Universidade do Minho.}
}
@article {3721,
	title = {Calibration of a reading comprehension test for Portuguese students},
	journal = {Anales de Psicolog{\'\i}a},
	volume = {30},
	year = {2014},
	pages = {1025-1034},
	doi = {10.6018/analesps.30.3.172611},
	author = {Irene Cadime and Iolanda Ribeiro and F L Viana and Sandra Santos and G Prieto}
}
@conference {3647,
	title = {Reading comprehension assessment. Construction and validation of the TCL test},
	booktitle = {Congreso Internacional sobre Tendencias Actuales en el Estudio de la Lectura},
	year = {2013},
	address = {Madrid, Espanha: Facultad de Humanidades UNED},
	author = {Irene Cadime and F L Viana and Iolanda Ribeiro and Sandra Santos and Elena Gayo}
}
@article {3722,
	title = {Validity of a reading comprehension test for Portuguese students},
	journal = {Psicothema},
	volume = {25},
	year = {2013},
	pages = {384-389},
	doi = {10.7334/psicothema2012.288},
	author = {Irene Cadime and Iolanda Ribeiro and F L Viana and Sandra Santos and G Prieto and Jos{\'e} Maia}
}
@conference {3708,
	title = {Teste de Compreens{\~a}o Leitora (TCL): An{\'a}lise dos itens e constru{\c c}{\~a}o de vers{\~o}es por ano de escolaridade},
	booktitle = {VIII Congresso Iberoamericano de Avalia{\c c}{\~a}o/Evaluaci{\'o}n Psicol{\'o}gica / XV Confer{\^e}ncia Internacional Avalia{\c c}{\~a}o Psicol{\'o}gica: Formas e Contextos},
	year = {2011},
	address = {Lisboa: Universidade de Lisboa, Faculdade de Psicologia},
	author = {Irene Cadime and Iolanda Ribeiro and F L Viana and Sandra Santos}
}
