Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy

Página do item simplificado
dc.contributor.authorMartins, Maíra Anelli [UNESP]
dc.contributor.authorBegeny, John C.
dc.contributor.authorCapellini, Simone Aparecida [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionNorth Carolina State University
dc.date.accessioned2023-07-29T16:06:20Z
dc.date.available2023-07-29T16:06:20Z
dc.date.issued2023-02-09
dc.description.abstractIntroduction: Across multiples languages, research demonstrates the important relationship between reading fluency and comprehension. Put simply, a fluent reader has greater attention and memory resources to use higher-order functions in reading, resulting in better comprehension of text. Some reading fluency interventions have shown positive results in improving students’ text reading fluency and comprehension; however, this research has predominantly been conducted with English-speaking students. For instance, until this report, a comprehensive search revealed only one prior study that evaluated an intervention strategy designed to improve students’ reading fluency in Brazilian Portuguese and no prior studies evaluated an intervention program with that population of students. Methods: The main goals of this two-part project were to (a) systematically translate, culturally adapt, and pilot test the Helping Early Literacy with Practice Strategies (HELPS) reading fluency program for use in Brazilian Portuguese (referred to as, HELPS-PB); and (b) conduct a preliminary quasi-experimental study of the HELPS-PB program with 23 students in grades 3 to 5 who needed a reading fluency intervention. Results and Discussion: This report documents the processes and successful adaptation of existing English- and Spanish-versions of HELPS into a new HELPS-PB program. It also offers preliminary evidence showing that students receiving HELPS-PB significantly improved their text reading fluency comparted to students in a control group. Implications for research, practice, and the adaptation of reading fluency programs into other languages are discussed.en
dc.description.affiliationInvestigation Learning Disabilities Laboratory Department of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)
dc.description.affiliationDepartment of Psychology College of Humanities and Social Science North Carolina State University
dc.description.affiliationUnespInvestigation Learning Disabilities Laboratory Department of Speech and Hearing Sciences São Paulo State University “Júlio de Mesquita Filho” (UNESP)
dc.identifierhttp://dx.doi.org/10.3389/fpsyg.2023.1034749
dc.identifier.citationFrontiers in Psychology, v. 14.
dc.identifier.doi10.3389/fpsyg.2023.1034749
dc.identifier.issn1664-1078
dc.identifier.scopus2-s2.0-85148624743
dc.identifier.urihttp://hdl.handle.net/11449/249682
dc.language.isoeng
dc.relation.ispartofFrontiers in Psychology
dc.sourceScopus
dc.subjectautomaticity
dc.subjectHELPS program
dc.subjectintervention
dc.subjectlanguage adaptation
dc.subjectreading development
dc.subjectreading fluency
dc.subjectvisual word recognition
dc.titleTranslation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacyen
dc.typeArtigo
unesp.campusUniversidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Maríliapt
unesp.departmentFonoaudiologia - FFCpt

Arquivos

Coleções

Marília - FFC - Faculdade de Filosofia e Ciências