Differential Effects of a Literacy Intervention across Academic Cycles in Children with Learning Difficulties
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| Title: | Differential Effects of a Literacy Intervention across Academic Cycles in Children with Learning Difficulties |
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| Language: | English |
| Authors: | María Carmona (ORCID |
| Source: | Journal of Research in Reading. 2026 49(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Learning Problems, Intervention, Literacy, Reading Skills, Skill Development, Reading Improvement, Elementary School Students, Foreign Countries, Phonology, Orthographic Symbols, Suprasegmentals, Reading Achievement, Achievement Gains, Reading Instruction, Instructional Effectiveness, Multiple Literacies |
| Geographic Terms: | Spain |
| DOI: | 10.1111/1467-9817.70025 |
| ISSN: | 0141-0423 1467-9817 |
| Abstract: | Background: This study explored the differential effects of a comprehensive intervention program for improving literacy skills in monolingual children with learning difficulties (LD) from Spain, enrolled in the second (Grades 3 and 4; aged 8-10 years) and third cycles (Grades 5 and 6; aged 10-12 years) of primary school. Methods: A quasi-experimental pre--post intervention design with three groups (intervention [LD-i], waiting-control [LD-w] and typical development [TD]) was used. A total of 34 second-cycle and 9 third-cycle children received 16 individualized sessions of explicit, systematic, and intensive training in reading, decoding, phonological, orthographic, prosodic, and morphological skills, at the sublexical and lexical levels. Evidence-based practices such as repeated practice and game-based techniques were applied, considering multisensory and cognitive approaches. The LD-i group was compared with the LD-w group (38 second-cycle and 20 third-cycle children) and with the TD group (31 second-cycle and 25 third-cycle children), who received regular school instruction. Results: Differential effects across cycles were observed after the intervention: second-cycle children in the LD-i group outperformed the LD-w group in phonological, orthographic and prosodic skills, reducing performance gaps with the TD group. Third-cycle students did not show statistical differences when compared with their LD-w peers. At the same time, both cycles showed similar gains after receiving the intervention, except for a word dictation task where second-cycle children improved more. Conclusions: These findings highlight the importance of comprehensive, early, age-sensitive, and balanced literacy instruction to address LD, especially when older children experience persistent difficulties. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506799 |
| Database: | ERIC |
| Abstract: | Background: This study explored the differential effects of a comprehensive intervention program for improving literacy skills in monolingual children with learning difficulties (LD) from Spain, enrolled in the second (Grades 3 and 4; aged 8-10 years) and third cycles (Grades 5 and 6; aged 10-12 years) of primary school. Methods: A quasi-experimental pre--post intervention design with three groups (intervention [LD-i], waiting-control [LD-w] and typical development [TD]) was used. A total of 34 second-cycle and 9 third-cycle children received 16 individualized sessions of explicit, systematic, and intensive training in reading, decoding, phonological, orthographic, prosodic, and morphological skills, at the sublexical and lexical levels. Evidence-based practices such as repeated practice and game-based techniques were applied, considering multisensory and cognitive approaches. The LD-i group was compared with the LD-w group (38 second-cycle and 20 third-cycle children) and with the TD group (31 second-cycle and 25 third-cycle children), who received regular school instruction. Results: Differential effects across cycles were observed after the intervention: second-cycle children in the LD-i group outperformed the LD-w group in phonological, orthographic and prosodic skills, reducing performance gaps with the TD group. Third-cycle students did not show statistical differences when compared with their LD-w peers. At the same time, both cycles showed similar gains after receiving the intervention, except for a word dictation task where second-cycle children improved more. Conclusions: These findings highlight the importance of comprehensive, early, age-sensitive, and balanced literacy instruction to address LD, especially when older children experience persistent difficulties. |
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| ISSN: | 0141-0423 1467-9817 |
| DOI: | 10.1111/1467-9817.70025 |
