Family Accompaniment Strategies in the Reading Delay of an Eighth-Grade Student

Abstract

Reading delay is a lag of approximately two years in the development of reading skills, associated with emotional, social, family factors or inadequate teaching methodologies; however, with appropriate psychoeducational intervention, the student can achieve the basic competencies of their level. The objective of the research was to determine the impact of family accompaniment strategies on the improvement of reading skills, through the implementation of a psychoeducational guidance guide in an eighth-grade student with reading delay in Loja, 2026. The study was developed under a mixed-methods approach, with a descriptive scope and a single-case pre-experimental design. The evaluation was carried out using instruments applied to the family and the student. The family was administered the Family Functioning Questionnaire (FF-SIL) and a semi-structured interview; the student was given the Battery for the Evaluation of Reading Competence (EVALEC-8), the Battery for the Evaluation of Writing Processes (PROESC) and a field diary. The results showed significant progress in visual access (from -75 to -16), phonological access (from -5.5 to 7.5), fluency and expressiveness (from 4 to 11), literal comprehension (from 5 to 15.5) and written production (from 52 to 79). These changes evidenced that the active participation of the family and the use of appropriate materials favored the student's motivation and confidence, progressively consolidating their reading and writing competencies.