Estévez, A. 1 , Ortiz, M. R. . 1 , Muñeton, M. . 2 , Provencio, V. 3 & Carrillo, M. 3
1 Universidad de La Laguna
2 Universidad de Antioquia
3 Universidad de Murcia
Phonological intervention largely prevents and sometimes overcomes difficulties in learning to read. However, few intervention programs have been tested experimentally and have received empirical support. The aim of the work is to test the effectiveness of a multidimensional treatment intervention focused on the speech perception, phonemic awareness and naming speed to improve reading skills of beginning readers with delayed reading abilities.
We present a quasi-experimental study to assess the effects on words and pseudowords reading of two types of training. One of the programs (Phonological Program) trained in speech perception, phonemic awareness and naming speed. The other program (Cognitive Program) trained only in memory and attention. Intervention took place in the school with a group of 16 children in each program recruited from different elementary schools with ages between 7 and 9 years.
Both intervention programs were carried out in small groups over 18 sessions of 30 minutes each. To analyze the effectiveness of intervention, the scores of the final evaluation were compared with those of the initial assessment in word and pseudo-word reading, phonemic awareness, speech perception and naming speed. Differential effects of two programs of training on words and pseudowords accuracy and time of reading were indicated.