RT Journal Article
T1 Teaching literacy and decreased risk of learning disabilities.
A1 González-Valenzuela, María José
A1 Martín-Ruiz, Isaías
A1 Delgado-Ríos, Myriam
K1 Atención temprana
K1 Rendimiento académico
K1 Aprendizaje - Trastornos
AB This paper’s objective is to analyze the effects of an early intervention program to reduce thenumbers of subjects at risk of learning disabilities (LD) at a young age and to increase their academicachievement (AA). The general sample initially consists of 117 five year old students. They comefrom middle sociocultural backgrounds and have no physical, psychological or sensory handicaps.A longitudinal design has been repeatedly used with four evaluation phases and three interventionphases, 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 groupreceiving instruction (IG) is lower than those in the group not receiving instruction (NIG). The subjectsfrom the IG also received better scores in AA than those in the NIG. These results show the long termeffectiveness of systematic and planned intervention of oral and written language at a young age as amethod for avoiding LD.
PB Universidad del Pais Vasco (UPV)
YR 2012
FD 2012
LK https://hdl.handle.net/10630/31661
UL https://hdl.handle.net/10630/31661
LA eng
NO González, M.J., Martín, I. y Delgado, M. (2012). Teaching literacy and decreased risk of learning disabilities, Revista de Psicodidáctica, 17 (2), 253 – 269.  http://dx.doi.org/10.1387/Rev.Psicodidact.4496
NO https://ojs.ehu.eus/index.php/psicodidactica/about
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 6 mar 2026