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

Abstract

Introduction: 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.