Abstract. The aim of this study is to investigate the effects of the Helping Early Literacy with Practice Strategies (HELPS) program on the improvement of fluent reading skills of two 2nd-grade students identified as having difficulties in reading. The current qualitative case study was conducted in the spring semester of the 2018-2019 academic year. The data were obtained from the program-based measurement results related to the process and the (semi-structured) interviews with the classroom teachers of the students. According to the results of the present study, it was found out that there was an increase in word recognition and reading speed as a part of reading skills of the participant students thanks to the HELPS program implemented in the study. Additionally, there was a positive change in terms of the quality of reading and the level of engagement in extra-curricular reading and active participation in class increased for the participant students in the process of the Helping Early Literacy with Practice Strategies (HELPS) program. The results obtained were interpreted under the light of the relevant literature.
Keywords: Fluent reading, early literacy skills, HELPS, elementary school, reading difficulty