An interventional study of The Spanish-language structured literacy program-Aprendo Leyendo and Professional Teacher Development in Children's Early Reading Development, sponsored by Florencia Salvarezza. Completed at 1 site in Argentina. Open to participants aged 5 Years to 8 Years. Per ClinicalTrials.gov, last updated 2026-03-05.
Sponsored by Florencia Salvarezza · Not applicable, Interventional, and Prevention
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.
201 studies on the registry are indexed under Literacy; 69 are open to participants now.
This study's enrollment of 537 is above the median of 124 across 170 interventional studies indexed under Literacy.
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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
Students received instruction using the Aprendo Leyendo structured literacy curriculum delivered by teachers who completed professional development and ongoing support.
Other: The Spanish-language structured literacy program-Aprendo Leyendo · Other: Professional Teacher Development
Students received standard reading instruction as typically implemented in their schools, with no additional training or instructional materials provided by the project.
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.
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.
IDEL Subtests (Dynamic Indicators of Success in Reading)
Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency
Time frame: Baseline (before grade 1) and 2 years (end grade 2)
Nonword Repetition
Assessed phonological working memory
Time frame: Baseline (before grade 1) and 2 years (end grade 2)
Rapid Automatic Naming (RAN)
Assessed speed and accuracy of naming familiar stimuli
Time frame: Baseline (before grade 1)
IDEL Subtests
Oral Reading Fluency
Time frame: 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
Time frame: 1 year (before grade 2) and 2 years (after grade 2).
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Letter sound
Time frame: 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
Time frame: 2 years (after grade 2)
Peabody Picture Vocabulary Test (PPVT)
Measured comprehension of spoken words
Time frame: Baseline (before grade 1)
Set for Variability (SfV)
Measured the ability to correct a mispronounced word to its correct lexical form
Time frame: Baseline (before grade 1) and 2 years (after grade 2)
PDFs hosted by the registry, ClinicalTrials.gov.
Plan to share: No
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