Efectos de una intervención de alfabetización  en las habilidades lectoras del alumnado de primaria: Proyecto USAID LEER

Sánchez-Vincitore, Laura V.; Mencía-Ripley, Aída; Veras, Cledenin; Molina, Sonia Jazmín; Cabrera, Maritza Cordero; Ruiz-Matuk, Carlos B.

doi:10.32541/recie.2020.v4i2.pp78-95

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…The methodology for this study has been described in another paper (Sánchez-Vincitore et al, 2020). These data correspond to an impact evaluation of the effectiveness of the project USAID-Read intervention.…”

Section: Methodsmentioning

confidence: 99%

“…The stratification guaranteed that Dominican educational regions were represented. At the same time, a two-stage cluster sampling was used to determine the number of students to be selected for each school to obtain a probabilistic sample (Mencía-Ripley et al, 2016;Sánchez-Vincitore et al, 2020). The present study follows a cohort design, which means that students from midline were different from students at baseline.…”

Section: Methodsmentioning

confidence: 99%

“…The project used the SVR as a framework to design the intervention. It, therefore, measured the corresponding SVR components in a baseline and a midline evaluation with a control group as a counterfactual (Sánchez-Vincitore et al, 2020). Baseline was conducted in 2015 when students were in second grade, while midline was conducted in 2017 when they were in fourth grade.…”

Section: Context Of the Present Studymentioning

confidence: 99%

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Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

et al. 2022

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The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time. Specifically, the contribution of word recognition decreases, and the contribution of language comprehension increases with student progress. The purpose of this study was to test the SVR in a large sample of 4,750 Dominican public-school students from second (n = 2,399) and fourth grade (2,351) and determine the contribution of phonological awareness within the SVR. The study found that word recognition and language comprehension explained 80% of the variance in reading comprehension regardless of grade. A quantile regression showed that, as reading comprehension progresses, language comprehension’s predictive power increases, and word recognition’s predictive power decreases. A structural equation model conducted on each grade separately showed that the contribution of word recognition toward reading comprehension remained stable between second and fourth grade. This means that, although the dynamism of the SVR components follows the same pattern reported in the literature, the students evaluated here might reach reading automaticity later than expected. Therefore, more attentional resources need to be allocated toward decoding. The study found that the contribution of phonological awareness toward word recognition increases from second to fourth grade, confirming that students are taking longer than expected to obtain reading automaticity and still going through an overt effortful decoding stage rather than a covert phonological recoding stage, making reading more effortful.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Context Of the Present Studymentioning

confidence: 99%

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Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

et al. 2022

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“…The theory of change consisted of a multilevel teacher training model in which teacher training and teacher mentoring would improve teaching quality and, therefore, would improve student outcomes (Wood et al, 2016). The initial improvement of students was confirmed in the midline evaluation when results were compared with baseline findings (Mencía-Ripley et al, 2016;Sánchez-Vincitore et al, 2020). Overall, the study found low scores in reading comprehension and reading comprehension precursors (working memory, phonological awareness, letter knowledge, words per minute, pseudowords per minute, and fluency) for both the group of students who received the intervention (experimental group) and a control group.…”

Section: Introductionmentioning

confidence: 65%

“…The original methodological design for project USAID-Read consisted of an experimental design with random group assignment and estimation of the counterfactual from a baseline study (Mencía-Ripley et al, 2016;Sánchez-Vincitore et al, 2020). Before project USAID-Read started in 2015, the Ministry of Education provided the project with a list of 400 schools that fulfilled the inclusion criteria, in which 200 schools were randomly assigned to the experimental group and 200 to the control group.…”

Section: Methodsmentioning

confidence: 99%

External validity of a reading intervention for primary education as shown in Dominican sixth grade students performance on the National Diagnostic Evaluation

Sánchez-Vincitore

Mencía-Ripley

Veras

et al. 2023

Revie

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The purpose of this study was to explore if there were differences between a group of Dominican sixth grade students that received project USAID-Read’s literacy intervention for two years and six months (n = 10,736) vs. the scores of students from a control group (n =11,135). Methods: This is a secondary data analysis from the sixth-grade national diagnostic evaluation from the Dominican Ministry of Education conducted in 2018 that assessed sixth-grade students' performance in language, math, science, and social studies. Results: The study found that students from project USAID-Read outperformed students from the control group in language and math. Students with the highest categorical scores in language and math were 13% and 56% more likely to belong to project USAID-Read, respectively. Discussion: This study shows the positive effects of a science-based reading intervention that consisted of teacher training, teacher mentoring, and providing students with systematic reading practice with reading materials created for this purpose.

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Validation of the Dominican system for measuring early childhood development

Sánchez-Vincitore

Pellerano²,

Valdez³

et al. 2023

F1000Res

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Background: The purpose of the study was to determine the psychometric properties of the Dominican System for Measuring Early Childhood Development (SIMEDID, for its Spanish acronym), to adjust the sequence of item presentation, and to provide age-standardized norms for each item, to enable policy and program managers to make decisions based on specific and structured data. Methods: After approval from an ethics committee, a total of 948 children from 0 to 60 months participated in this study. Participants were evaluated on four early childhood development domains (gross motor, fine motor, language development, and socio-emotional development). The data were collected from November 2021 to February 2022, either at early childhood care centers or at home, using mobile devices that guided the evaluators through the screener. Data were later synced to a global database. Psychometric properties were calculated using Cronbach’s alpha and split-half parallel reliability. For reorganizing item presentation and to obtain age-standardized norms, we conducted a logistic regression analysis for each item on dependent variable item success, and independent variable age. Results: The instrument showed excellent reliability and additional evidence of validity. The item presentation order was rearranged according to the probability of item success progression. In addition, the study characterized the expected evolution of item success probability across participants' age. Conclusions: SIMEDID is a valid and reliable instrument for depicting childhood development in national evaluations. Its integration with electronic platforms for national monitoring represents a cost-effective, time-efficient screening tool adapted to the Dominican sociocultural context. This represents a promising tool to strengthen strategies that support early childhood development.

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Efectos de una intervención de alfabetización en las habilidades lectoras del alumnado de primaria: Proyecto USAID LEER

Cited by 6 publications

References 20 publications

Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

External validity of a reading intervention for primary education as shown in Dominican sixth grade students performance on the National Diagnostic Evaluation

Validation of the Dominican system for measuring early childhood development

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