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In recent years, numerous studies have confirmed that oral language problems in early childhood education are directly related to the subsequent development of reading difficulties. Early detection and intervention can help minimize the establishment of reading difficulties. However, educational practices are rarely guided by evidence-based approaches. To help address this situation, we propose this research project, which has a dual objective. First, to identify and assess two groups of students facing significant risk factors in learning to read: Language Delay (LD) and Specific Language Impairment (SLI). Second, to design, develop, and evaluate the effectiveness of two distinct intervention programs to improve reading comprehension. This project is based on a fundamental idea not commonly considered in reading comprehension instruction: as a child progresses in learning to read, the relationship between word reading and reading comprehension diminishes, and oral comprehension becomes the primary focus. To achieve the first objective, we will administer tests that will allow us to identify and differentiate between the two groups, as well as establish their psycholinguistic and neuropsychological profiles. This information will allow us to design and implement two intervention programs. The first combines work on learning and automating decoding skills with vocabulary expansion, morphosyntax, and handling short texts. It is primarily based on the materials from Leer en un Clic and ALE. The second program focuses on oral language (lexical depth, figurative language, morphosyntax, narrative skills), executive functions, inferences, and working memory. The programs will be carried out in the same schools as the selected students and will be organized into two levels of differentiated practice: in the regular classroom (small group of 4 students) and in the speech therapy room (individualized attention). The effectiveness of the programs will be measured using a mixed-methods experimental design with pre-post measures and seven groups of children: three groups with limited reading comprehension (two experimental and one control), three groups with specific language impairment (two experimental and one control), and one chronological control group. The effectiveness of the programs on reading processes will be evaluated in each of the experimental groups, controlling for the effect of time in the control group. Expected outcomes include the identification of the most effective content, materials, strategies, procedures, and activities for improving reading in general and reading comprehension in particular. Finally, this project aligns with the challenge of social change and innovation and aims to address a common problem in our education system: the identification, assessment, and support of vulnerable students in learning reading comprehension. Furthermore, this research will allow progress in the work developed in a previous project between 2012 and 2016 whose evaluation achieved satisfactory results, suggesting that we continue to delve deeper in the direction we are now presenting.
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In recent years there have been a lot of studies confirming that oral language problems in Early Childhood Education are directly related to subsequent reading performance. For this reason, the education system has the challenge of facing detection and intervention on these students. However, there are very few empirical studies that guide educational action from evidence-based practice. To advance in this direction, this project has a double objective. On the one hand, to detect and evaluate two groups of students that face learning to read in obvious risk conditions and are known as Language Delay (LD) and Language Specific Impairment (SLI). On the other hand, to design, to develop and to evaluate the efficacy of two differentiated intervention programs to improve their reading processes. We support the idea, which is not usually taken into account in the teaching of reading comprehension, that if a child progresses in the learning of reading, the relationship between reading of words and reading comprehension diminishes while oral comprehension becomes an important source of individual differences in reading ability. To reach the first objective we will apply a good number of tests that allow us to detect and differentiate both groups as well as to establish their psycholinguistic and neuropsychological profiles. This information will allow the design and implementation of the two intervention programs. The first one consists of a program that combines work in learning and automation of decoding skills with lexical amplitude, morphosyntax and the handling of small texts. It is based mainly on the materials of Leer en un Clic and ALE. The second one is based on work on oral language (lexical depth, figurative language, morphosyntax, narrative skills), executive functions, inferences and working memory. The programs will be carried out in the schools where the sample is selected, organized in three levels of differentiated practice: in the ordinary classroom (large group), in the support classroom (small groups of 4 pupils) and in a classroom of speech therapy (individualized attention). The efficacy of the programs will be measured by a mixed experimental design with pre-post measures with 7 groups of children, namely 3 groups with LD (2 experimental and 1 control), 3 groups with SLI (2 experimental and 1 control, And 1 chronological control group. The efficacy of oral language programs and reading processes in each of the experimental groups will be evaluated as well as the effect of time in the controls. Among the expected results are the identification of content, materials, strategies, procedures and activities that are most effective in improving reading in general, and reading comprehension in particular. Finally, it should be said that this project is integrated within the challenge change and social innovation and it is designed to respond to a very common problem in our educational system: detection, assessment and support of vulnerable pupils to face the learning of reading.
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