{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T10:38:53Z","timestamp":1786963133544,"version":"build-2736575974"},"reference-count":77,"publisher":"Cambridge University Press (CUP)","license":[{"start":{"date-parts":[[2021,4,27]],"date-time":"2021-04-27T00:00:00Z","timestamp":1619481600000},"content-version":"unspecified","delay-in-days":116,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Span. J. Psychol."],"published-print":{"date-parts":[[2021]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading,<jats:italic>n<\/jats:italic>= 542; in math,<jats:italic>n<\/jats:italic>= 483) or control (in reading,<jats:italic>n<\/jats:italic>= 406; in math,<jats:italic>n<\/jats:italic>= 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e.,<jats:italic>Letra<\/jats:italic>program) and math (i.e.,<jats:italic>Primate<\/jats:italic>program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.<\/jats:p>","DOI":"10.1017\/sjp.2021.25","type":"journal-article","created":{"date-parts":[[2021,4,27]],"date-time":"2021-04-27T07:49:26Z","timestamp":1619509766000},"source":"Crossref","is-referenced-by-count":15,"title":["Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities"],"prefix":"10.1017","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7466-8340","authenticated-orcid":false,"given":"Juan E.","family":"Jim\u00e9nez","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4848-9509","authenticated-orcid":false,"given":"Sara C.","family":"de Le\u00f3n","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2809-1608","authenticated-orcid":false,"given":"Nuria","family":"Guti\u00e9rrez","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2021,4,27]]},"reference":[{"key":"S1138741621000251_r35","doi-asserted-by":"publisher","DOI":"10.1080\/19345747.2019.1689591"},{"key":"S1138741621000251_r73","doi-asserted-by":"publisher","DOI":"10.17763\/haer.57.1.j463w79r56455411"},{"key":"S1138741621000251_r56","doi-asserted-by":"publisher","DOI":"10.1177\/0022219407313412"},{"key":"S1138741621000251_r76","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-015-9321-7"},{"key":"S1138741621000251_r48","volume-title":"Modelo de Respuesta a la Intervenci\u00f3n. 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