Children's Early Reading Development
Conditions
Keywords
Literacy, structured literacy instruction, reading outcomes, teacher professional development
Brief summary
This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.
Detailed description
The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.
Interventions
OTHERThe Spanish-language structured literacy program-Aprendo Leyendo
The investigators applied a Behavioral intervention. Aprendo Leyendo (AL) is a Spanish-language multisensory structured reading program, designed for children in the early stages of reading development. Using an explicit, sequential, and multisensory approach, AL is designed to help beginning readers achieve automatic accurate decoding and fluent reading of connected text. AL also includes systematic instruction in reading comprehension strategies, syntax, morphology, vocabulary, spelling and handwriting.
OTHERProfessional Teacher Development
Intervention 2 Description: The PD curriculum included 20 hours of in-person training in year one, 20 hours of continued ongoing support throughout both school years, along with the provision of print and online teacher and student materials.
Sponsors
Florencia Salvarezza
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Masking description
No masking
Intervention model description
This study evaluated the implementation of a Spanish structured literacy intervention (Aprendo Leyendo), which provides explicit, systematic, and multisensory instruction in foundational reading skills, fluency, and reading comprehension. The intervention was delivered by teachers who received 40 hours of professional development and ongoing instructional support. The intervention was implemented over two academic years and included four data collection points (pre- and post-intervention across both years). Student literacy outcomes were assessed using standardized Spanish-language measures, including IDEL and Tejas LEE. The study followed a quasi-experimental design comparing students in intervention schools with those in control schools receiving business-as-usual instruction.
Eligibility
Sex/Gender
ALL
Age
5 Years to 8 Years
Healthy volunteers
No
Inclusion criteria
Schools designated by the Ministry of Education School Eligibility to participate as either intervention or control sites Public primary schools located in Buenos Aires Student Eligibility Enrollment in first grade (Year 1) Enrollment second grade (Year 2) Native Spanish speakers Participation in regular classroom literacy instruction No exclusion based on gender or socioeconomic background Teacher Eligibility Classroom teachers assigned to participating first grade (first year) Classroom teachers assigned to participating second-grade classrooms (second year) Classroom teachers willing and available to participate in professional development For intervention schools, willingness to participate in professional development and implement the Aprendo Leyendo curriculum
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| IDEL Subtests (Dynamic Indicators of Success in Reading) | Baseline (before grade 1) and 2 years (end grade 2) | Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency |
| Nonword Repetition | Baseline (before grade 1) and 2 years (end grade 2) | Assessed phonological working memory |
| Rapid Automatic Naming (RAN) | Baseline (before grade 1) | Assessed speed and accuracy of naming familiar stimuli |
| IDEL Subtests | up to 10 months (end grade 1), 1 year (before grade 2)and 2 years (end grade 2) | Oral Reading Fluency |
| Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills) | 1 year (before grade 2) and 2 years (after grade 2). | Words Read Correctly Per Minute |
| Peabody Picture Vocabulary Test (PPVT) | Baseline (before grade 1) | Measured comprehension of spoken words |
| Set for Variability (SfV) | Baseline (before grade 1) and 2 years (after grade 2) | Measured the ability to correct a mispronounced word to its correct lexical form |
Countries
Argentina
Outcome results
None listed