Differences in growth reading patterns for at-risk spanish-monolingual children as a function of a tier 2 intervention

• Patricia Crespo ^[1] ; Juan E. Jiménez ^[1] ; Cristina Rodríguez ^[2] ; Doris Baker ^[3] ; Yonghan Park ^[4]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
  2. [2] Universidad Católica de la Santísima Concepción

     Universidad Católica de la Santísima Concepción

     Comuna de Concepción, Chile

     
  3. [3] Southern Methodist University

     Southern Methodist University

     Estados Unidos

     
  4. [4] Chungnam National University

     Chungnam National University

     Corea del Sur

     

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• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Nº 21, 2018, págs. 1-16
• Idioma: inglés
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• Resumen

  • The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.