Error decrease as evidence of reading acquisition improvement

Abstract

The aim of the present study was to evaluate the effectiveness of the Método Invariante para la Enseñanza de la Lectura, analyzing the types of errors that improve or remain after the application of the method. 54 children from second-grade of primary school were divided into a control group of 28 children with appropriate performance in literacy and an experimental group of 26 children with low reading performance. The experimental group was intervened with the Método Invariante. The first stage of the Method was applied for four months; the control group only received the reading training that takes place in the school. Both groups were evaluated with the Protocol for Assessment of School Success, which was applied in two moments: one before and one after the intervention. The results showed improvement in reading performance and reduction of errors in reading, which demonstrates the effectiveness of the Método Invariante as alternative proposal for teaching of reading in children with low reading performance, through of the strengthening of the phonemic and phonological awareness, symbolic codification and creative production of oral words.