Decoding Strategies in Spanish First-Grade Students at Risk of Reading Difficulties.
Saved in:
| Title: | Decoding Strategies in Spanish First-Grade Students at Risk of Reading Difficulties. |
|---|---|
| Authors: | Crespo, Patricia (AUTHOR), Jiménez, Juan E. (AUTHOR), Rodríguez, Cristina (AUTHOR), Baker, Doris Luft (AUTHOR), Hernández Cabrera, Juan A. (AUTHOR) |
| Source: | Learning Disability Quarterly. May2026, Vol. 49 Issue 2, p59-69. 11p. |
| Subjects: | Dyslexia -- Risk factors, Reading, Research funding, Psychology of school children, Descriptive statistics, Spanish language, Analysis of variance, Phonetics, Comparative studies, Children |
| Geographic Terms: | Spain |
| Abstract: | In this study, we examine the effect of an intervention on decoding strategies of monolingual Spanish-speaking, first-grade students in Spain. Participants were first-grade Spanish-speaking monolingual students assigned to one of three conditions based on their reading risk in Spain. The first group comprised typically developing readers; the second group comprised students at risk for a reading disability who received an empirically derived intervention; the third group comprised students at risk for a reading disability who received business as usual instruction. Findings suggest that students at risk for a reading disability who received the intervention scored significantly higher than students at risk who did not receive the intervention at the end of first grade. Moreover, students at risk who received the intervention moved from a sound-by-sound decoding strategy to being able to blend sounds to read a pseudoword as effectively as normally developing students. Implications for practice and future research on Spanish decoding and word automaticity are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this study, we examine the effect of an intervention on decoding strategies of monolingual Spanish-speaking, first-grade students in Spain. Participants were first-grade Spanish-speaking monolingual students assigned to one of three conditions based on their reading risk in Spain. The first group comprised typically developing readers; the second group comprised students at risk for a reading disability who received an empirically derived intervention; the third group comprised students at risk for a reading disability who received business as usual instruction. Findings suggest that students at risk for a reading disability who received the intervention scored significantly higher than students at risk who did not receive the intervention at the end of first grade. Moreover, students at risk who received the intervention moved from a sound-by-sound decoding strategy to being able to blend sounds to read a pseudoword as effectively as normally developing students. Implications for practice and future research on Spanish decoding and word automaticity are discussed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07319487 |
| DOI: | 10.1177/07319487251323587 |
