Correction of reading in Colombian schoolchildren based on strategies of materialization

Many pupils in primary schools in Latin America show strong difficulties with the learning process. Acquisition of reading is one of the most common problems. Not all children with reading difficulties are children with a diagnosis of dyslexia, attention deficit disorder or specific kinds of neurological disabilities. The aim of the present study was to show effects of procedures of correction of the reading process in Colombian primary school pupils. The process of correction was designed according to the strategy of materialization of action of phonological analysis for oral Spanish words. The method was applied as the first materialized stage of Teaching of Reading in groups of schoolchildren, directed by psychologists previously trained for application of the method. The children were tested in two moments: before and after participation in the programme of correction. The results showed a positive effect of the work with the method on improvement of reading performance and reduction of errors.