Teaching literacy and decreased risk of learning disabilities // Enseñanza de la lectoescritura y disminución del riesgo de dificultades de aprendizaje

Valenzuela, Ma Jose González; Martín-Ruiz, Isaías; Delgado-Ríos, Myriam

doi:10.1387/revpsicodidact.4502

Cited by 14 publications

(1 citation statement)

References 11 publications

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“…Out of a total of twelve state primary schools located in an average socio-cultural area of Malaga city (Spain), according to the census of schools published by Andalusia's Regional Department for Education, five schools took part in this research. In this area, 30 per cent of the population is below the average illiteracy rate (González et al, 2012). Of the five participating schools, early instruction was given in six classrooms within three of these schools, making up the Instructed Group (IG).…”

Section: Participantsmentioning

confidence: 99%

Effects of early reading and writing intervention on Spanish school children

González- Valenzuela,

Martín Ruiz

2023

An. psicol.

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The aim of this paper is to analyse the reading and writing achievement of Spanish school children following an intervention conducted at an early age. The purpose of the intervention is to prioritise and systematise instruction in the alphabetic principles, phonological awareness, reading fluency, vocabulary, and text comprehension. The sample consists of 126 subjects, distributed between an instructed group (n=62) and an uninstructed group (n = 64). All the subjects were from average socio-cultural areas, with normal intelligence and with no physical, mental, and/or sensory deficits. Subjects were evaluated from the second year of Early Years Education (4 years of age) up to the first year of Primary Education (six years of age). The design was longitudinal with repeated measurements (four assessments), three intervention phases, two study variables (reading achievement and writing achievement), and two groups of subjects. Descriptive statistical analysis and repeated measures analyses of variance were performed. The results obtained indicate higher scores in reading and writing throughout all the assessments and significantly greater progress in the instructed group. These results demonstrate the effectiveness of early intervention in written language through systematic instruction in phonological awareness, the alphabetic principles, reading fluency, vocabulary, and text comprehension. El objetivo de este trabajo es analizar el rendimiento en lectura y escritura en estudiantes españoles, tras su intervención desde edades tempranas. La finalidad de la intervención es priorizar y sistematizar la instrucción en principio alfabético, conciencia fonológica, fluidez lectoescritora, vocabulario y comprensión textual. La muestra está formada por 126 sujetos, distribuidos en grupo instruido (n=62) y grupo no instruido (n = 64), pertenecientes a zonas socioculturales medias, con inteligencia normal y sin déficits físicos, psíquicos y/o sensoriales. Los sujetos son evaluados desde 2º curso de Educación Infantil (cuatro años) hasta 1º curso de Educación Primaria (seis años). El diseño es longitudinal con medidas repetidas (cuatro evaluaciones), tres fases de intervención y dos variables de estudio (Rendimiento en Lectura y Rendimiento en Escritura) y dos grupos de sujetos. Se realizan análisis estadísticos descriptivos y análisis de varianza de medidas repetidas. Los resultados obtenidos indican mejores puntuaciones en lectura y escritura a lo largo de todas las evaluaciones y un avance significativamente mayor en el grupo instruido. Estos resultados demuestran la eficacia de una intervención temprana del lenguaje escrito a través de la instrucción sistemática en conciencia fonológica, principio alfabético, fluidez lectoescritora, vocabulario y comprensión textual.

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Section: Participantsmentioning

confidence: 99%