Students who experience reading difficulties in primary school often struggle to progress to more advanced stages of reading development. Reading fluency interventions play a crucial role in improving reading speed, accuracy, prosody and consequently, comprehension in students with learning difficulties. This study aims to evaluate the efficacy of a reading intervention program by comparing the reading development of struggling 2nd-grade students who participated in the program with those who did not receive the intervention. Additionally, it explores the potential spillover effects on non-participating students. The A to Z program incorporates repeated readings, word recognition, morphological analysis, text comprehension and writing development. Students receive individual or small-group support from teachers, with approximately three 45 minute sessions per week, throughout the school year. The findings will contribute to a deeper understanding of both the direct and indirect impacts of structured intervention programs on early literacy development.

Keywords: Reading and writing difficulties, intervention program, reading fluency, elementary school.