This work evaluates a remedial program focused in reading and writing skills developed with 42 freshmen of two undergraduate courses of Business area. Final results demonstrate that there wasn’t significative increasing in the performance of the participants (considering pre and post tests) at reading and writing activities. A qualitative change was observed in their opinions and atitudes throughout these subjects. It’s suggested the inclusion of long duration disciplines or activities in the curricula of these courses, offering the freshmen the opportunity to overcome their difficulties.
undergraduate freshmen; reading remediation; academic achievement
