@article{BalbivonHagenCuadroetal.2018,
  author    = {Balbi, Mar{\´i}a Alejandra and von Hagen, Alexa and Cuadro, Ariel and Ruiz, Carola},
  title     = {A systematic review on early literacy interventions},
  series = {Revista Latinoamericana de Psicolog{\´i}a},
  volume    = {50},
  journal   = {Revista Latinoamericana de Psicolog{\´i}a},
  number    = {1},
  publisher = {Foundation advancement psychology},
  address   = {Bogota},
  issn      = {0120-0534},
  doi       = {10.14349/rlp.2018.v50.n1.4},
  pages     = {31 -- 48},
  year      = {2018},
  abstract  = {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. (c) 2018 Fundacion Universitaria Konrad Lorenz. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).},
  language  = {en}
}
@article{CuadrovonHagenCostaBall2017,
  author    = {Cuadro, Ariel and von Hagen, Alexa and Costa Ball, Daniel},
  title     = {Procedural differences in the calculation of the prevalence of reading difficulties in Spanish-speaking school children},
  series = {Studies in psychology},
  volume    = {38},
  journal   = {Studies in psychology},
  number    = {1},
  publisher = {Routledge, Taylor Francis Group},
  address   = {Abingdon},
  issn      = {0210-9395},
  doi       = {10.1080/02109395.2016.1268388},
  pages     = {169 -- 197},
  year      = {2017},
  abstract  = {The prevalence of reading difficulties (RD) reflects controversial data ranging from 3.1-3.2\% to 17.5\%. Possible explanations are partly based on the incidence of orthography-specific factors influencing the reading process, but also on methodological differences that hinder comparison of the reported results. For this reason, the present study aims to analyse the prevalence of RD in a sample of 1,408 Spanish-speaking school children by comparing different ways of calculating the prevalence rate. The results reflect a prevalence of 2.2-5.3\%, consistent with data reported for predominantly transparent orthographies. Some of the procedures used to identify RD are more accurate in early school years than at more advanced moments of schooling. Furthermore, the consideration of students' sex when calculating the prevalence of RD seems to represent a more sensitive way of identifying students with RD.},
  language  = {es}
}