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Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

Published online by Cambridge University Press:  09 March 2018

Patricia Crespo ,
Juan E. Jiménez ,
Cristina Rodríguez ,
Doris Baker  and
Yonghan Park
Patricia Crespo*
Affiliation:
Universidad de la Laguna (Spain)
Juan E. Jiménez
Affiliation:
Universidad de la Laguna (Spain)
Cristina Rodríguez
Affiliation:
Universidad Católica de la Santísima Concepción (Chile)
Doris Baker
Affiliation:
Southern Methodist University (USA)
Yonghan Park
Affiliation:
Chungnam National University (Republic of Korea)
*
*Correspondence concerning this article should be addressed to Patricia Crespo, Departamento de Psicología Evolutiva y de la Educación de la Universidad de la Laguna. 38071. Santa Cruz de Tenerife (Spain). E-mail: pcrespo@ull.edu.es
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Abstract

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.

Keywords

at-riskearly interventionreading disabilitiesresponse to interventionSpanish language
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 21 , 2018 , E4
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2018 

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Footnotes

This research has been possible thanks to the help of the National Program for Research Aimed at the Challenges of Society, ref. PSI2009-11662, with the second author as the lead researcher.

The second affiliation of Cristina Rodriguez is Universidad de la Laguna (Spain).

How to cite this article:

Crespo, P., Jiménez, J. E., Rodríguez, C., Baker, D., & Park, Y. (2018). Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention. The Spanish Journal of Psychology, 21. e4. Doi:10.1017/sjp.2018.3

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