Eficacia de una intervención en alfabetización basada en la evidencia para niños hispanoparlantes con riesgo lector de niveles socioeconómicos vulnerables

  1. Alejandra Balbi 2
  2. Alexa von Hagen 3
  3. Juan E. Jiménez 1
  4. Ariel Cuadro 2
  1. 1 Facultad de Psicología, Universidad de La Laguna, Tenerife
  2. 2 Facultad de Psicología, Universidad Católica del Uruguay
  3. 3 National Institute of Education, Nanyang Technological University, Singapore
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Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2020

Volume: 18

Issue: 50

Pages: 201-222

Type: Article

DOI: 10.25115/EJREP.V18I50.2692 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Sustainable development goals

Abstract

Introduction. Past research supports the efficacy of evidence-based literacy interventions for English-speaking struggling readers, but it remains unknown if similar results can be achieved in Spanish. Methods. We assessed the impact of a 15-hour long evidence-based literacy intervention for Spanish speaking struggling readers attending grade 1 and 2 in primary schools of vulnerable socio-economic status (SES) in Uruguay. Struggling readers were randomly assigned to a supplementary intervention (n = 68) in addition to business-as-usual classroom instruction or control group (n = 57) and compared to an additional group of typically developing readers (n = 69) on pre-post measures of phonological awareness, spelling, reading fluency and comprehension. Results. Although all participants showed significant improvements with respect to on pre-post trajectories, struggling readers in the intervention group only achieved higher growth levels as compared to the control group on rhyme identification and partially for comprehension skills. Discussion and conclusions. Findings from this study underline the need to consider contrasts between the writing systems of Spanish and English, as well as cognitive profiles of children from vulnerable SES in Latin-America when applying evidence-based practices to design intervention programs for struggling readers from low SES in Spanish speaking countries.

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