@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}
}
@conference {3729,
	title = {Alunos do 1.{\textordmasculine} ano em risco de insucesso na aprendizagem da leitura. Da avalia{\c c}{\~a}o {\`a} interven{\c c}{\~a}o no quadro de um modelo multin{\'\i}vel},
	booktitle = {IX Encontro L{\'\i}ngua Portuguesa nos primeiros anos de escolaridade: Investiga{\c c}{\~a}o e boas pr{\'a}ticas | III Jornadas Internacionais de Leitura, Educa{\c c}{\~a}o e Sucesso Escolar | IV Jornadas Internacionais de Alfabetiza{\c c}{\~a}o},
	year = {2018},
	address = {Lisboa: Escola Superior de Educa{\c c}{\~a}o},
	author = {F L Viana and Iolanda Ribeiro and Sandra Santos and Irene Cadime and Bruna Rodrigues and Maria do C{\'e}u Cosme and Helena Costa and Lurdes Costa}
}
@conference {3731,
	title = {Da conce{\c c}{\~a}o {\`a} valida{\c c}{\~a}o de um modelo integrado de interven{\c c}{\~a}o nas dificuldades na aprendizagem da leitura},
	booktitle = {6th International Conference of Educational Sciences and Development},
	year = {2018},
	address = {Set{\'u}bal},
	author = {Iolanda Ribeiro and F L Viana and Irene Cadime and Sandra Santos and Bruna Rodrigues and Maria do C{\'e}u Cosme and Ana Sofia Melo and Lurdes Costa}
}
@conference {3730,
	title = {Ensinar a ler e a compreender no 1{\textordmasculine} ano no quadro de uma abordagem multin{\'\i}vel},
	booktitle = {6th International Conference of Educational Sciences and Development},
	year = {2018},
	address = {Set{\'u}bal},
	author = {Iolanda Ribeiro and F L Viana and Irene Cadime and Sandra Santos and Bruna Rodrigues and Maria do C{\'e}u Cosme and Helena Costa and Lurdes Costa}
}
@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 {3734,
	title = {Os efeitos da descodifica{\c c}{\~a}o, da compreens{\~a}o oral e da flu{\^e}ncia de leitura na compreens{\~a}o da leitura: Um estudo longitudinal com alunos do 1.{\textordmasculine} ciclo do Ensino B{\'a}sico},
	booktitle = {II Jornadas Internacionais de Leitura, Educa{\c c}{\~a}o e Sucesso Escolar/III Jornadas Internacionais de Alfabetiza{\c c}{\~a}o},
	year = {2017},
	address = {Braga: Instituto de Educa{\c c}{\~a}o da Universidade do Minho},
	author = {Bruna Rodrigues and Irene Cadime and Iolanda Ribeiro and F L Viana and Sandra Santos and S{\'e}li Chaves-Sousa and Maria do C{\'e}u Cosme}
}
@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}
}
@conference {3792,
	title = {Avalia{\c c}{\~a}o e interven{\c c}{\~a}o online nas dificuldades na aprendizagem da leitura: A plataforma AINDA ESTOU A APRENDER. },
	booktitle = {3{\textordmasculine} Congresso da Ordem dos Psic{\'o}logos},
	year = {2016},
	address = {Porto: Centro de Congressos de Alf{\^a}ndega do Porto},
	author = {Sandra Santos and Iolanda Ribeiro and F L Viana and Adriana Baptista and Celda Choupina and Sara Brand{\~a}o and Irene Cadime and Carla Silva and Albertina Ferreira and Lurdes Costa and Helena Azevedo and Carvalho, Marisa and Freitas, T{\^a}nia and S{\'e}li Chaves-Sousa and Joana Cruz and Ilda Fernandes and Maria do C{\'e}u Cosme and Bruna Rodrigues}
}
