[A multicomponential dyslexia intervention program]

Area of Science:

• Educational Psychology
• Developmental Psychology
• Neuroscience of Reading

Context:

• Multicomponent intervention programs are effective but under-researched in Spanish contexts.
• Dyslexia impacts reading skills and motivation in children.
• Targeting phonological processing, reading fluency, and motivation is crucial for dyslexia interventions.

Purpose:

• To evaluate the effectiveness of a novel multicomponent intervention for Spanish children with dyslexia.
• To assess improvements in reading skills (word, pseudoword, text reading, comprehension) and reading motivation.

Summary:

• A 20-week intervention program was delivered to 24 children (9-12 years) with dyslexia.
• The program integrated phonological training with visual letter support, reading fluency exercises, and motivational strategies.
• Significant improvements were observed in word-reading efficiency, pseudoword and text reading, reading comprehension, and reading motivation indicators.

Impact:

• Provides evidence for effective, tailored interventions for Spanish-speaking children with dyslexia.
• Highlights the importance of integrating skill-based training with motivational components.
• Informs future research directions for dyslexia intervention and support.