RT Journal Article
T1 Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties.
A1 González-Valenzuela, María José
A1 Martín-Ruiz, Isaías
K1 Atención temprana - Niños
K1 Trastornos de aprendizaje
AB The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanishchildren at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approachto 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 learningdifficulties. The repeated-measures longitudinal design involved four assessment and three intervention points over aperiod of 3 years, considering two study groups (instruction vs. no instruction) and two variables (reading accuracy andreading comprehension). Children were assessed between the ages of 5 and 7 years. The instruction group scored higheron both reading accuracy and reading comprehension at all assessment points. Overall, the results demonstrate that thisearly intervention program for oral and written language is an effective way of improving the reading performance ofchildren at risk of learning difficulties.
PB SAGE
YR 2017
FD 2017
LK https://hdl.handle.net/10630/31688
UL https://hdl.handle.net/10630/31688
LA eng
NO González-Valenzuela, M.-J., & Martín-Ruiz, I. (2017). Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties. Remedial and Special Education, 38(2), 67-75. https://doi.org/10.1177/0741932516657652
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/9448
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 24 ene 2026