Results
Proven results.
We compared the performance of children supported by the Leiamos Methodology against a control group, at two points of assessment.
In numbers
- 0+reading activities available on the platform.
- >0%recovery rate for children at risk in learning to read.
- 0+reading journeys powered by Leiamos.
1st grade
The intervention group, following the Leiamos Methodology, achieved results above the minimum expected level.
Minimum critical values for the age
- 57.5%Word reading
- 50.8%Pseudoword reading
Skills assessedDomains assessed: word reading and pseudoword reading. At the first assessment point, both groups showed very low performance. By the second point, the intervention group surpassed the critical thresholds set as the minimum acceptable for their age (57.5% for words and 50.8% for pseudowords), while the comparison group remained below those thresholds.
Study with 311 Grade 1 pupils, 48 schools in north-west Portugal.
At-risk pupils started below the comparison group and finished the year above it and above the critical values in all skills assessed.
- Comparison group
- Intervention group
- Critical value for the age
| Group | Moment 1 | Moment 2 |
|---|---|---|
| Comparison group | 1% | 35% |
| Intervention group | ~0% | 59% |
| Group | Moment 1 | Moment 2 |
|---|---|---|
| Comparison group | 1% | 34% |
| Intervention group | 0% | 62% |
Source: Sucena, A., Silva, A. F., & Marques, C. (2021). Promoting foundation reading skills with at-risk students. Frontiers in Psychology, 12, 671733.
Preschool
Skills assessedResults compared across two skills fundamental to learning to read: phonemic segmentation (the ability to break words down into their sounds) and explicit phonemic awareness (the ability to consciously manipulate speech sounds), between a control group (no intervention) and an intervention group (using the Leiamos Methodology).
What was observedAt the first assessment point, both groups showed low performance. By the second point, the intervention group clearly surpassed the defined critical thresholds, while the control group made progress but did not reach the minimum desirable levels.
Applying the Leiamos Methodology had a significant impact on students' phonemic awareness.
Study with 627 children in the final year of preschool, 28 schools in northern Portugal.
8 in 10children who received the intervention started Grade 1 with satisfactory results in phonemic awareness.
- Comparison group
- Intervention group
| Group | Moment 1 | Moment 2 |
|---|---|---|
| Comparison group | 11% | 48% |
| Intervention group | 10% | 81% |
| Group | Moment 1 | Moment 2 |
|---|---|---|
| Comparison group | 5% | 31% |
| Intervention group | 6% | 54% |
Source: Sucena, A., Silva, A. F., & Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. Frontiers in Education, 7, 1076630.