The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children

Background: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary. Method: Two hundred seventy-three typically developing Spanish-speaking fourth graders were assessed on non-verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels. Results: There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased. Conclusions: These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary.FEDER 2014-2020Consejería de Economía, Conocimiento, Empresas y Universidad US-126479

The effects of morphological and syntactic knowledge on reading comprehension in Spanish speaking children

Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking children. Here we explored to what extent syntactic awareness and morphological awareness contributed to text comprehension in Spanish. 501 typically developing Spanish speaking 4th graders were assessed on non-verbal intelligence, word and nonword reading, oral vocabulary, morphological and syntactic knowledge, along with reading comprehension ability. After excluding children with poor decoding or low non-verbal intelligence, 234 children were retained for analysis. Multiple linear regression modelling was used to assess the unique contribution of each variable to reading comprehension. As per findings reported in English, syntactic knowledge was a significant predictor of comprehension after controlling for age, gender, non-verbal IQ, word reading and oral vocabulary, as well as morphological knowledge. In contrast, and contrary to results normally reported for English speaking children, morphological knowledge did not explain any variance in reading comprehension beyond that explained by the control variables. These results highlight the important contribution of syntactic knowledge to text comprehension in Spanish speaking children, as well as the importance of undertaking research in languages other than English.Ministerio de Economía y Competitividad PSI2015-65656-

Manual para la aplicación de intervenciones para la mejora de la comprensión lectora

Ministerio de Economía y Competitividad de España PSI2015-65656-

Tratamientos Psicológicos Empíricamente Apoyados Para la Infancia y Adolescencia: : Estado de la Cuestión

Background: The empirical evidence accumulated on the effi cacy, effectiveness, and effi ciency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence. Method: A review was carried out of the psychological treatments for different psychological disorders and problems in socialemotional or behavioral adjustment in the child-adolescent population according to the Spanish National Health System (Clinical Practice Guidelines) levels of evidence and degrees of recommendation. Results: The fi ndings suggest that psychological treatments have empirical support for addressing a wide range of psychological problems in these developmental stages. The degree of empirical support ranges from low to high depending on the phenomenon analyzed. The review suggests unequal progress in the different fi elds of intervention. Conclusions: From this update, psychologists will be able to make informed decisions when implementing those empirically supported treatments to address the problems that occur in childhood and adolescence.Antecedentes: la evidencia empírica acumulada en los últimos años sobre la efi cacia, efectividad y efi ciencia de los tratamientos psicológicos en la infancia y adolescencia reclama una actualización. El principal objetivo de este artículo es el de llevar a cabo una revisión de los tratamientos psicológicos empíricamente apoyados para una diversidad de problemas psicológicos habituales en la infancia y la adolescencia. Método: se revisan los tratamientos psicológicos para diferentes trastornos psicológicos y problemas en el ajuste socioemocional o conductual en población infanto-juvenil en función de los niveles de evidencia y grados de recomendación del Sistema Nacional de Salud de España (Guías de Práctica Clínica). Resultados: los hallazgos sugieren que los tratamientos psicológicos específi camente dirigidos a niños, niñas y adolescentes disponen de apoyo empírico para el abordaje de un amplio elenco de problemas psicológicos. Este grado de apoyo empírico oscila de bajo a alto en función del problema analizado. La revisión muestra un avance desigual en los diferentes campos de intervención. Conclusiones: a partir de esta actualización, los profesionales de la psicología podrán tomar decisiones informadas a la hora de implementar aquellas intervenciones psicológicas con apoyo empírico para el abordaje de los problemas en la infancia y la adolescenci