Differential Effects of a Literacy Intervention Across Academic Cycles in Children With Learning Difficulties
Bibliographic Data
| ID | 21444752 |
|---|---|
| Authors | Maria Carmona (0000-0002-2535-3895, The Mind, Brain and Behavior Research Center (CIMCYC) University of Granada (UGR) Granada Spain), Sara Mata (0000-0002-2670-1214, The Mind, Brain and Behavior Research Center (CIMCYC) University of Granada (UGR) Granada Spain, corresponding author), Macarena De los Santos-Roig (0000-0003-0566-743X, The Mind, Brain and Behavior Research Center (CIMCYC) University of Granada (UGR) Granada Spain), Francisca Serrano (0000-0001-9000-6892, The Mind, Brain and Behavior Research Center (CIMCYC) University of Granada (UGR) Granada Spain) |
| Year | 2026 |
| Volume | 49 |
| Issue | 2 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Reading (JOURNAL) |
| Journal identifiers | ISSN: 0141-0423 • E-ISSN: 1467-9817 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9817.70025 |
| OpenAlex | W7160944360 |
| Language | EN |
| References cited | 25 |
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.
Cognition · Dictation · Differential effects · Intervention (counseling) · Literacy · Phonological awareness · Reading (process) · Task (project management) · Treatment and control groups · Language Development and Disorders · Reading and Literacy Development · Writing and Handwriting Education
Diagnostic and Statistical Manual of Mental Disorders
Decoding, Reading, and Reading Disability
Co-Occurrence of Reading and Writing Difficulties
A meta-analysis of writing treatments for students in grades 6–12
Expanding the Direct and Indirect Effects Model of Writing (Diew)
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia
Effectiveness of Literacy Programs Balancing Reading and Writing Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |