Examining the Efficacy of an Intervention to Improve Fluency and Reading Comprehension in Spanish Children with Reading Disabilities

The main goal of the present study was to examine the efficacy of a multi‐component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and grapheme–phoneme decoding training. Instruction was delivered one to one. Participants were 22 students with RD, aged 10–13, distributed in two groups: one with 12 children who received the intervention (experimental group), and the other with 10 children who received no intervention (comparison group). The effects of the training programme were evaluated…