Response to intervention and spelling acquisition in children from low-income backgrounds
Respuesta a la intervención y escritura en niños de grupos sociales vulnerados
| 2017 | |
|
learning teaching spelling poverty difficulties aprendizaje escritura enseñanza pobreza dificultades |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426
https://hdl.handle.net/10895/3929 |
|
| Acceso abierto |
| _version_ | 1815178716025716736 |
|---|---|
| author | Diuk, Beatriz |
| author2 | Ferroni, Marina Mena, Milagros Barreyro, Juan Pablo |
| author2_role | author author author |
| author_facet | Diuk, Beatriz Ferroni, Marina Mena, Milagros Barreyro, Juan Pablo |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Diuk, Beatriz Ferroni, Marina Mena, Milagros Barreyro, Juan Pablo |
| dc.date.accessioned.none.fl_str_mv | 2023-09-13T12:57:02Z |
| dc.date.available.none.fl_str_mv | 2023-09-13T12:57:02Z |
| dc.date.none.fl_str_mv | 2017-10-11 |
| dc.description.en-US.fl_txt_mv | The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits. |
| dc.description.es-ES.fl_txt_mv | El objetivo del estudio fue analizar la respuesta a la intervención (rai) en niños en contextos de pobreza con bajo nivel de alfabetización respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 años de edad participaron de un programa de enseñanza individual. Los niños completaron una prueba de escritura de palabras al comenzar y al finalizar la intervención. Se obtuvieron diferencias significativas entre el pre y pos test. Un análisis de regresión sobre la ganancia en escritura mostró que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los niños presentó baja rai, lo que indica que las dificultades de la mayor parte de los niños serían experienciales y no resultado de déficit cognitivo. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426 10.22235/pe.v10i2.1426 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3929 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426/1422 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2017 Páginas de Educación |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 10 No. 2 (2017): Páginas de Educación; 96-110 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 10 Núm. 2 (2017): Páginas de Educación; 96-110 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v10i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 10 N.º 2 (2017): Páginas de Educación; 96-110 |
| dc.subject.en-US.fl_str_mv | learning teaching spelling poverty difficulties |
| dc.subject.es-ES.fl_str_mv | aprendizaje escritura enseñanza pobreza dificultades |
| dc.title.none.fl_str_mv | Response to intervention and spelling acquisition in children from low-income backgrounds Respuesta a la intervención y escritura en niños de grupos sociales vulnerados |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_3e9a97dc5c194896be4e2935592427ee |
| identifier_str_mv | 10.22235/pe.v10i2.1426 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3929 |
| publishDate | 2017 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2017 Páginas de Educación |
| spelling | Diuk, BeatrizFerroni, MarinaMena, MilagrosBarreyro, Juan Pablo2017-10-112023-09-13T12:57:02Z2023-09-13T12:57:02Zhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/142610.22235/pe.v10i2.1426https://hdl.handle.net/10895/3929The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits.El objetivo del estudio fue analizar la respuesta a la intervención (rai) en niños en contextos de pobreza con bajo nivel de alfabetización respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 años de edad participaron de un programa de enseñanza individual. Los niños completaron una prueba de escritura de palabras al comenzar y al finalizar la intervención. Se obtuvieron diferencias significativas entre el pre y pos test. Un análisis de regresión sobre la ganancia en escritura mostró que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los niños presentó baja rai, lo que indica que las dificultades de la mayor parte de los niños serían experienciales y no resultado de déficit cognitivo.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426/1422Derechos de autor 2017 Páginas de Educacióninfo:eu-repo/semantics/openAccessPáginas de Educación; Vol. 10 No. 2 (2017): Páginas de Educación; 96-110Páginas de Educación; Vol. 10 Núm. 2 (2017): Páginas de Educación; 96-110Páginas de Educación ; Vol. 10 N.º 2 (2017): Páginas de Educación; 96-1101688-74681688-528710.22235/pe.v10i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del UruguaylearningteachingspellingpovertydifficultiesaprendizajeescrituraenseñanzapobrezadificultadesResponse to intervention and spelling acquisition in children from low-income backgroundsRespuesta a la intervención y escritura en niños de grupos sociales vulneradosinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/39292023-09-13 09:57:02.452oai:liberi.ucu.edu.uy:10895/3929Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-13T12:57:02LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Response to intervention and spelling acquisition in children from low-income backgrounds Diuk, Beatriz learning teaching spelling poverty difficulties aprendizaje escritura enseñanza pobreza dificultades |
| status_str | publishedVersion |
| title | Response to intervention and spelling acquisition in children from low-income backgrounds |
| title_full | Response to intervention and spelling acquisition in children from low-income backgrounds |
| title_fullStr | Response to intervention and spelling acquisition in children from low-income backgrounds |
| title_full_unstemmed | Response to intervention and spelling acquisition in children from low-income backgrounds |
| title_short | Response to intervention and spelling acquisition in children from low-income backgrounds |
| title_sort | Response to intervention and spelling acquisition in children from low-income backgrounds |
| topic | learning teaching spelling poverty difficulties aprendizaje escritura enseñanza pobreza dificultades |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426 https://hdl.handle.net/10895/3929 |
