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All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (<jats:italic>p<\/jats:italic>&lt; .001; variance explained = 77.0%), phonemic awareness in kindergarten (<jats:italic>p<\/jats:italic>&lt; .001; variance explained = 43.7%) and first grade (<jats:italic>p<\/jats:italic>&lt; .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (<jats:italic>p<\/jats:italic>&lt; .05; variance explained = 15.1%) and retell task (<jats:italic>p<\/jats:italic>&lt; .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.<\/jats:p>","DOI":"10.1017\/sjp.2018.3","type":"journal-article","created":{"date-parts":[[2018,3,9]],"date-time":"2018-03-09T16:33:58Z","timestamp":1520613238000},"update-policy":"https:\/\/doi.org\/10.1017\/policypage","source":"Crossref","is-referenced-by-count":15,"title":["Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention"],"prefix":"10.1017","volume":"21","author":[{"given":"Patricia","family":"Crespo","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Juan E.","family":"Jim\u00e9nez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cristina","family":"Rodr\u00edguez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Doris","family":"Baker","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yonghan","family":"Park","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2018,3,9]]},"reference":[{"key":"S1138741618000033_ref45","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2009.02.004"},{"key":"S1138741618000033_ref1","volume-title":"Vocabulary knowledge","author":"Anderson","year":"1979"},{"key":"S1138741618000033_ref47","first-page":"307","volume-title":"Dyslexia, fluency, and the brain","author":"Kame\u2019enui","year":"2001"},{"key":"S1138741618000033_ref3","doi-asserted-by":"crossref","first-page":"1","DOI":"10.17161\/foec.v42i9.6693","article-title":"Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of Tier 1 and Tier 2 instructional supports","volume":"42","author":"Baker","year":"2010","journal-title":"Focus on Exceptional Children"},{"key":"S1138741618000033_ref36","doi-asserted-by":"publisher","DOI":"10.1177\/0022219407313586"},{"key":"S1138741618000033_ref35","author":"Gove","year":"2011"},{"key":"S1138741618000033_ref20","doi-asserted-by":"publisher","DOI":"10.1086\/598840"},{"key":"S1138741618000033_ref4","volume-title":"Indicadores din\u00e1micos del \u00e9xito en la lectura","author":"Baker","year":"2006"},{"key":"S1138741618000033_ref24","doi-asserted-by":"publisher","DOI":"10.1002\/pits.20266"},{"key":"S1138741618000033_ref27","volume-title":"Reading mastery I\/II: Fast cycle","author":"Engelmann","year":"1995"},{"key":"S1138741618000033_ref53","doi-asserted-by":"crossref","first-page":"334","DOI":"10.1177\/00222194020350040401","article-title":"Remedial interventions for children with reading disabilities: Speech perception-an effective component in phonological training?","volume":"35","author":"Ortiz","year":"2002","journal-title":"Journal of Learning Disabilities"},{"key":"S1138741618000033_ref25","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.92.4.605"},{"key":"S1138741618000033_ref46","first-page":"347","article-title":"Efectos del videojuego Tradislexia en la conciencia fonol\u00f3gica y reconocimiento de palabras en ni\u00f1os disl\u00e9xicos [Tradislexia video game effects on phonological awareness and word recognition in dyslexic children]","volume":"20","author":"Jim\u00e9nez","year":"2008","journal-title":"Psicothema"},{"key":"S1138741618000033_ref38","doi-asserted-by":"publisher","DOI":"10.1174\/021037001316949284"},{"key":"S1138741618000033_ref68","unstructured":"Watson J . 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