| Title: |
Decoding Strategies in Spanish First-Grade Students at Risk of Reading Difficulties |
| Language: |
English |
| Authors: |
Patricia Crespo (ORCID 0000-0001-6384-7709); Juan E. Jiménez; Cristina Rodríguez; Doris Luft Baker (ORCID 0000-0001-8517-9799); Juan A. Hernández Cabrera |
| Source: |
Learning Disability Quarterly. 2026 49(2):59-69. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 1; Primary Education |
| Descriptors: |
Foreign Countries; Decoding (Reading); Intervention; Grade 1; Spanish Speaking; Reading Instruction; At Risk Students; Reading Difficulties; Program Effectiveness; Reading Achievement; Reading Strategies; Reading Fluency; Phoneme Grapheme Correspondence |
| Geographic Terms: |
Spain |
| DOI: |
10.1177/07319487251323587 |
| ISSN: |
0731-9487; 2168-376X |
| Abstract: |
In this study, we examine the effect of an intervention on decoding strategies of monolingual Spanish-speaking, first-grade students in Spain. Participants were first-grade Spanish-speaking monolingual students assigned to one of three conditions based on their reading risk in Spain. The first group comprised typically developing readers; the second group comprised students at risk for a reading disability who received an empirically derived intervention; the third group comprised students at risk for a reading disability who received business as usual instruction. Findings suggest that students at risk for a reading disability who received the intervention scored significantly higher than students at risk who did not receive the intervention at the end of first grade. Moreover, students at risk who received the intervention moved from a sound-by-sound decoding strategy to being able to blend sounds to read a pseudoword as effectively as normally developing students. Implications for practice and future research on Spanish decoding and word automaticity are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1501903 |
| Database: |
ERIC |