SciELO - Scientific Electronic Library Online

vol.4 issue2Severity of Reading Difficulties: Individual Differences in Speech Perception and Phoological AwarenessImproving reading fluency in dyslexia: designing a Spanish intervention program author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Escritos de Psicología (Internet)

On-line version ISSN 1989-3809Print version ISSN 1138-2635


JIMENEZ, Juan E. et al. Evaluating progress in reading acquisition within a Response to Instruction model in the Canary Islands. Escritos de Psicología [online]. 2011, vol.4, n.2, pp.56-64. ISSN 1989-3809.

The main aim of this study is to provide an overview of monitoring progress within a Response to Intervention model (Tier-2, small group intervention) used in the Canary Islands. This programme is conducted within the framework of a scientific cooperation agreement between the University of La Laguna research team "Dificultades de aprendizaje, psicolingüística y nuevas tecnologías" ("Problems in learning, psycholinguistics, and the new technologies"), the University of Oregon's Center on Teaching and Learning, and the Consejería de Educación, Universidades y Sostenibilidad of the Canary Islands Government. The Indicadores Dinámicos del Éxito Lector is used for monitoring progress. The Indicadores Dinámicos del Éxito Lector is the Spanish version of Dynamic Indicators of Basic Early Literacy Skills. Its main purpose is to evaluate reading progress in students identified as "at risk" of developing reading difficulties using an Response to Intervention model.

Keywords : Early Identification; IDEL; Assessment; At Risk Readers; Dyslexia; Fluency; Response to Intervention Model.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License