<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography</style></title><secondary-title><style face="normal" font="default" size="100%">Revista Psicología Educativa</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">In Press</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Irene Cadime</style></author><author><style face="normal" font="default" size="100%">Iolanda Ribeiro</style></author><author><style face="normal" font="default" size="100%">Joana Cruz</style></author><author><style face="normal" font="default" size="100%">Maria do Céu Cosme</style></author><author><style face="normal" font="default" size="100%">Diana Meira</style></author><author><style face="normal" font="default" size="100%">Fernanda Leopoldina Viana</style></author><author><style face="normal" font="default" size="100%">Sandra Santos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic</style></title><secondary-title><style face="normal" font="default" size="100%">Frontiers in Psychology</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19; Tier 2 intervention; digital tool; reading disabilities; remote intervention</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">05/2022</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;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 &quot;I'm still learning,&quot; which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students' gender, the number of sessions attended and the interventionist; and (c) to investigate parents' 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 (&lt;em&gt;N&lt;/em&gt;&amp;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' gender, number of intervention sessions attended or interventionist. Parents' 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.&lt;/p&gt;
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