An area of increasing interest amongst teachers and researchers is the availability of tools for the design and implementation of literacy interventions with Spanish speaking children. The present systematic literature review contributes to this need by summarizing available findings on evidence-based literacy interventions (EBI) for children from first to third year of primary school. Our results are based on 20 EBI that aimed at improving at least one of the critical components mentioned by the NRP (2000): phonological awareness, phonics, fluency, vocabulary and comprehension. As 90% of the studies were completed with English-speaking children, we critically discussed the applicability of this evidence to the specific context of Spanish-speaking countries. Although many of the general characteristics of the EBI completed with English speaking children could also guide interventions in Spanish, it remains crucial to take into account structural differences between the orthographies of both languages. Moreover, we identified transversal strategies and implementation techniques that due to their universal character could also be useful for early literacy interventions in Spanish.
|Translated title of the contribution||A systematic review on early literacy interventions: implications for interventions in Spanish|
|Number of pages||17|
|Journal||Revista Latinoamericana de Psicologia|
|Publication status||Published - 2018|
Bibliographical noteCopyright Fundación Universitaria Konrad Lorenz 2018. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- early literacy
- evidence-based interventions (EBI)
- systematic review
- superficial orthography
- Superficial orthography
- Systematic review
- Early literacy
- Evidence-based interventions (EBI)