This paper's objective is to analyze the effects of an early intervention program to reduce the numbers of subjects at risk of learning disabilities (LD) at a young age and to increase their academic achievement (AA). The general sample initially consists of 117 five year old students. They come from middle sociocultural backgrounds and have no physical, psychological or sensory handicaps. A longitudinal design has been repeatedly used with four evaluation phases and three intervention phases, two variables (percentages of subjects at risk of LD and AA) and two sample groups (IG, NIG). Results indicate that, after three years, the percentage of subjects presenting LD in the group receiving instruction (IG) is lower than those in the group not receiving instruction (NIG). The subjects from the IG also received better scores in AA than those in the NIG. These results show the long term effectiveness of systematic and planned intervention of oral and written language at a young age as a method for avoiding LD.Keywords: Early intervention, learning disabilities, academic achievement. ResumenEl objetivo de este estudio es analizar los efectos de un programa de intervención en edades tempranas para disminuir el porcentaje de sujetos con riesgo de dificultades de aprendizaje (DA) y aumentar su rendimiento académico (RA). La muestra general está formada inicialmente por un total de 117 alumnos de cinco años, pertenecientes a zonas socioculturales medias y sin handicaps físicos, psíquicos y/o sensoriales. El diseño es longitudinal de medidas repetidas, con cuatro fases de evaluación y tres de intervención, dos variables (Porcentajes de sujetos con riesgo de DA y RA) y dos grupos de sujetos (GI, GNI). Los resultados obtenidos indican que el porcentaje de sujetos del grupo instruido (GI) que presentan DA después de tres años es menor que el de los sujetos del grupo no instruido (GNI). Además, los sujetos del GI muestran mejores puntuaciones en RA que los sujetos del GNI. Estos resultados demuestran la eficacia a largo plazo de la intervención temprana, sistemática y planificada del lenguaje oral y escrito, como modo de prevenir las DA.Palabras clave: Intervención temprana, dificultades de aprendizaje, rendimiento académico Correspondence: M.ª José González-Valenzuela.
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