Aprendizaje del sistema de escritura en niños: impacto de una intervención grupal

Abstract

This paper aims to analyze literacy intervention impact in the reading level of children of low social economic level (SES). The intervention was a Level 1 proposal in Response to Intervention (RaI) framework. During the pre-test, we tested 67 1^st graders of middle class and 64 from socially vulnerable environments reading and spelling skills. Results showed that children from the low SES group performed significantly worse than their same-age peers. After pretest, 10 hours of intervention were carried on with the low SES group. After intervention, both groups were evaluated again. The means obtained were no longer significantly different between groups. Results suggest that the most important predictor of children's literacy level would be the educational proposals rather than their SES.