摘要：AbstractThis study aimed to develop two programs, one for assessment and another for intervention with metaphonological skills and reading, divided into Study 1: development an assessment and intervention programs and Study 2: application of the programs for students with and without learning difficulties. A total of 32 students participated, from 2nd to 5th grade of elementary school with and without learning difficulties, both groups submitted the assessment in pre and post-testing program. The results showed that intervention groups were benefited from the intervention program, demonstrating its effectiveness, and also, the assessment program as a tool for surveying and reassessing the altered skills
