Play as a Vehicle for Enhancing Reading Skillsin Children with Poor Reading Ability

Abstract

Objective.
Colombian scientific literature on reading acquisition and rehabilitation of reading difficulties is
limited. For this reason, this study aims to prove the impact of an intervention program for reading, based on
play and implicit learning, in children with non-specific reading disabilities, after finishing the program and 6
months later.
Method.
Using a cross - sectional and comparative design,
20 children, between 7 to 9 years old,
with typical psychological development with regular attendance at a school in Cali (Colombia), participated
voluntary in this study. Pre and post - assessment included the evaluation of phonological awareness, reading
skills and general cognitive functioning, that were used to establish if there were differences between the
three times of assessment.
Results.
Children showed significant improvement in their reading skills after their
participation in the intervention program, maintaining the effect in the long term.
Conclusion.
Non - specific
reading difficulties can be improved with an intervention program of reading, based on play and implicit
learning
.