Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

Abstract

The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language (phonology, semantics, morphology, and syntax) within the Spanish school curriculum. The sample comprised 56 students at risk of learning difficulties. The repeated-measures longitudinal design involved four assessment and three intervention points over a period of 3 years, considering two study groups (instruction vs. no instruction) and two variables (reading accuracy and reading comprehension). Children were assessed between the ages of 5 and 7 years. The instruction group scored higher on both reading accuracy and reading comprehension at all assessment points. Overall, the results demonstrate that this early intervention program for oral and written language is an effective way of improving the reading performance of children at risk of learning difficulties.

Type of delivery and reading, writing, and arithmetic learning in twin births

“…Children with a normal intellectual level (PT ≥ 101 and E ≥ 5), but with reading, writing, or arithmetic scores below the 25th percentile, were considered to have specific LDs; these criteria have been used in previous studies and are in agreement with the recommended guidelines of the instrument used for the assessments (Fletcher, Coulter, Reschly, & Vaughn, ; García‐Vidal, González‐Manjón, & Ortiz, ; González‐Valenzuela & Martín‐Ruiz, ; Welsch, ). In other words, reading, writing, and mathematical performance were defined dichotomously as follows: LDs in reading, writing, or arithmetic if the child had a score below the 25th percentile in specific learning tests; no LDs in reading, writing, or arithmetic if the score was at the 25th percentile or above in each measure.…”

Snemmtæk íhlutun í lestrarnámi í 1. bekk

“…Það er mikilvaegt fyrir margar sakir. Augljóst er að snemmtaek íhlutun getur komið í veg fyrir lestrarvanda og um leið minnkað líkurnar á þörf fyrir sérkennslu seinna meir (González-Valenzuela og Martín-Ruiz, 2017;Riley, 2006). Farsaelt lestrarnám frá upphafi gefur barninu meðbyr í námi og ýtir undir frekari velgengni í öðrum námsgreinum.…”

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

“…• Strategies of self-regulated writing: self-correction, self-questions The effects of program application have been assessed in different studies; improvements were found in academic achievement, oral language, reading and writing in children with and without risk for presenting specific learning disabilities, from 4-to 7-years old, and a decrease in the percentage of these problems from 5-to 7-years old [68][69][70][71][72]. More research is needed to confirm whether these gains are maintained in the long term.…”

“…The easiest activities are carried out between the ages of 4 and 5 years, with more complex activities at ages 6 and 7 [68][69][70][71]. • Drawing-word associations…”

“…The program for the prevention of learning disabilities in reading/writing (PREDALE, for its initials in Spanish) was designed to prevent these disabilities in Spanish pupils from the ages of 4-7 years [68][69][70][71]. Its objective is to prioritize reading and writing and to foster cognitivelinguistic skills through all curriculum subjects, in order to avoid or minimize risks of specific learning disabilities and to improve performance in reading, writing, and mathematics at these ages.…”