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Completed

NCT Number: NCT07451262

Improving Reading at Scale in Buenos Aires

This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.

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Key information

Conditions

Children's Early Reading Development Behavior Communication Literacy

Age range

5 year–8 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Universidad de la Ciudad de Buenos Aires

Buenos Aires, C1038AAR, Argentina

About this study

The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Schools designated by the Ministry of Education School Eligibility to participate as either intervention or control sites Public primary schools located in Buenos Aires

Student Eligibility Enrollment in first grade (Year 1) Enrollment second grade (Year 2)

Native Spanish speakers

Participation in regular classroom literacy instruction

No exclusion based on gender or socioeconomic background

Teacher Eligibility

Classroom teachers assigned to participating first grade (first year) Classroom teachers assigned to participating second-grade classrooms (second year) Classroom teachers willing and available to participate in professional development

For intervention schools, willingness to participate in professional development and implement the Aprendo Leyendo curriculum

Treatment and study plan

The Spanish-language structured literacy program-Aprendo Leyendo

Other

The investigators applied a Behavioral intervention. Aprendo Leyendo (AL) is a Spanish-language multisensory structured reading program, designed for children in the early stages of reading development. Using an explicit, sequential, and multisensory approach, AL is designed to help beginning readers achieve automatic accurate decoding and fluent reading of connected text. AL also includes systematic instruction in reading comprehension strategies, syntax, morphology, vocabulary, spelling and handwriting.

Professional Teacher Development

Other

Intervention 2 Description: The PD curriculum included 20 hours of in-person training in year one, 20 hours of continued ongoing support throughout both school years, along with the provision of print and online teacher and student materials.

Primary outcomes

  1. IDEL Subtests (Dynamic Indicators of Success in Reading)

    Time frame: Baseline (before grade 1) and 2 years (end grade 2)

    Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency

  2. Nonword Repetition

    Time frame: Baseline (before grade 1) and 2 years (end grade 2)

    Assessed phonological working memory

  3. Rapid Automatic Naming (RAN)

    Time frame: Baseline (before grade 1)

    Assessed speed and accuracy of naming familiar stimuli

  4. IDEL Subtests

    Time frame: up to 10 months (end grade 1), 1 year (before grade 2)and 2 years (end grade 2)

    Oral Reading Fluency

  5. Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)

    Time frame: 1 year (before grade 2) and 2 years (after grade 2).

    Words Read Correctly Per Minute

  6. Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)

    Time frame: up to 10 months (after grade 1), 1 year (before grade 2) and 2 years (after grade 2)

    Letter sound

  7. Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)

    Time frame: 2 years (after grade 2)

    Passage Fluency Passage Comprehension Dictation

  8. Peabody Picture Vocabulary Test (PPVT)

    Time frame: Baseline (before grade 1)

    Measured comprehension of spoken words

  9. Set for Variability (SfV)

    Time frame: Baseline (before grade 1) and 2 years (after grade 2)

    Measured the ability to correct a mispronounced word to its correct lexical form

Sponsors and collaborators

Lead sponsor

Florencia Salvarezza

Other

Registry information

Official study title

Improving Reading at Scale: Evidence for Structured Literacy Instruction in Argentina's Primary Schools

Important dates

Study start
2022
Primary completion
2023
Study completion
2023
First posted
Mar 5, 2026
Registry last updated
Mar 5, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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