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This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.
The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention Condition | Experimental | Students received instruction using the Aprendo Leyendo structured literacy curriculum delivered by teachers who completed professional development and ongoing support. |
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| Control Condition | No Intervention | Students received standard reading instruction as typically implemented in their schools, with no additional training or instructional materials provided by the project. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| The Spanish-language structured literacy program-Aprendo Leyendo | Other | The investigators applied a Behavioral intervention. Aprendo Leyendo (AL) is a Spanish-language multisensory structured reading program, designed for children in the early stages of reading development. Using an explicit, sequential, and multisensory approach, AL is designed to help beginning readers achieve automatic accurate decoding and fluent reading of connected text. AL also includes systematic instruction in reading comprehension strategies, syntax, morphology, vocabulary, spelling and handwriting. |
| Measure | Description | Time Frame |
|---|---|---|
| IDEL Subtests (Dynamic Indicators of Success in Reading) | Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency | Baseline (before grade 1) and 2 years (end grade 2) |
| Nonword Repetition | Assessed phonological working memory | Baseline (before grade 1) and 2 years (end grade 2) |
| Rapid Automatic Naming (RAN) | Assessed speed and accuracy of naming familiar stimuli | Baseline (before grade 1) |
| IDEL Subtests | Oral Reading Fluency | up to 10 months (end grade 1), 1 year (before grade 2)and 2 years (end grade 2) |
| Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills) | Words Read Correctly Per Minute | 1 year (before grade 2) and 2 years (after grade 2). |
| Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills) | Letter sound | up to 10 months (after grade 1), 1 year (before grade 2) and 2 years (after grade 2) |
| Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills) | Passage Fluency Passage Comprehension Dictation | 2 years (after grade 2) |
| Peabody Picture Vocabulary Test (PPVT) |
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Inclusion Criteria:
Schools designated by the Ministry of Education School Eligibility to participate as either intervention or control sites Public primary schools located in Buenos Aires
Student Eligibility Enrollment in first grade (Year 1) Enrollment second grade (Year 2)
Native Spanish speakers
Participation in regular classroom literacy instruction
No exclusion based on gender or socioeconomic background
Teacher Eligibility
Classroom teachers assigned to participating first grade (first year) Classroom teachers assigned to participating second-grade classrooms (second year) Classroom teachers willing and available to participate in professional development
For intervention schools, willingness to participate in professional development and implement the Aprendo Leyendo curriculum
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Universidad de la Ciudad de Buenos Aires | Buenos Aires | C1038AAR | Argentina |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan: Improving Reading at Scale in Buenos Aires | Jan 28, 2026 | Feb 10, 2026 | Prot_SAP_000.pdf |
| Prot | Yes | No | No | Study Protocol: Supplementary Materials | Jan 26, 2026 | Feb 27, 2026 | Prot_001.pdf |
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| ID | Term |
|---|---|
| D000067010 | Literacy |
| ID | Term |
|---|---|
| D003142 | Communication |
| D001519 | Behavior |
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This study evaluated the implementation of a Spanish structured literacy intervention (Aprendo Leyendo), which provides explicit, systematic, and multisensory instruction in foundational reading skills, fluency, and reading comprehension. The intervention was delivered by teachers who received 40 hours of professional development and ongoing instructional support.
The intervention was implemented over two academic years and included four data collection points (pre- and post-intervention across both years). Student literacy outcomes were assessed using standardized Spanish-language measures, including IDEL and Tejas LEE.
The study followed a quasi-experimental design comparing students in intervention schools with those in control schools receiving business-as-usual instruction.
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| Professional Teacher Development | Other | Intervention 2 Description: The PD curriculum included 20 hours of in-person training in year one, 20 hours of continued ongoing support throughout both school years, along with the provision of print and online teacher and student materials. |
|
Measured comprehension of spoken words |
| Baseline (before grade 1) |
| Set for Variability (SfV) | Measured the ability to correct a mispronounced word to its correct lexical form | Baseline (before grade 1) and 2 years (after grade 2) |