The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

The present study analyzes the relationship between teachers’ beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

DEVELOPMENT OF PHONOLOGICAL AND ORTHOGRAPHIC PROCESSING IN TEENAGERS WITH AND WITHOUT READING DISABILITIES The aim of this study was to analyze the development of phonological and orthographic processing in reading in teenagers with and without DEAL using a cross-sectional design. To analyze the performance of the teenagers the Sicole-R-ESO Multimedia Battery (www.ocideidi.net ) was used, measuring different cognitive processes associated to reading disabilities. The battery has a highly modular format , so that the assessment tasks are grouped into five modules. To carry out this study phonological processing module that assesses phonological awareness was administered. This module consists of four subtasks: blending, isolation, segmentation, and deletion. Orthographic processing module which consists of two subtasks, homophone and pseudohomophone comprehension subtask were also administered. A sample of teenagers with dyslexia was selected from a population of 945 secundary school students (12-16 years old ) from different public and private schools in the Canary Islands. Significant differences were found between dyslexics and normally achieving readers across grades in both, phonological and orthographic processing involved in reading acquisition. This result indicates that when diagnosing DEAL, we must assess the student’s cognitive profile , establishing precisely where the difficulty lies , not just focus on curricular competition or a general diagnosis of reading level. In this sense, the Sicole-R-ESO Multimedia Battery carries out an exhaustive record the performance of all cognitive processes involved in reading, to locate precisely where the difficulty is, allowing to obtain significant information to understand the problem and provide possible solutions to articulate answers, adapted to the individual needs of students. Keywords: teenagers, phonological processing, orthographic processing, dyslexia, computerassisted assessment. Resumen: El objetivo de este estudio ha sido analizar el desarrollo del procesamiento fonológico y ortográfico en la lectura en adolescentes normolectores y adolescentes con dificultades de aprendizaje en la lectura. Para analizar el rendimiento de los alumnos se utilizó la Batería Multimedia Sicole-RESO (www.ocideidi.net), que evalúa los procesos cognitivos asociados a las DEAL. La herramienta tiene un formato altamente modular, de forma que las tareas de evaluación se agrupan en cinco módulos. Para poder llevar a cabo este estudio se administró el módulo de procesamiento fonológico que evalúa la conciencia fonológica. Este módulo consta de cuatro subtareas: aislar, omitir, síntesis y segmentar. También se administró el módulo de procesamiento ortográfico que consta de dos subtareas, la comprensión de homófonos y la comprensión de pseudohomófonos. Se seleccionó una muestra de adolescentes con dislexia de una población de 945 alumnos de Educación Secundaria Obligatoria (12-16 años) de institutos públicos y privados de las Islas Canarias. Los resultados demostraron que los disléxicos en todos los cursos de la Educación Secundaria Obligatoria se diferencian respecto a los normolectores de su misma edad, tanto en el procesamiento fonológico como en el ortográfico. Este resultado nos indica, que a la hora de diagnosticar las DEAL, debemos evaluar el perfil cognitivo del alumno, estableciendo con precisión dónde reside la dificultad, y no sólo centrarnos en la competencia curricular o en un diagnóstico general de nivel lector. En este sentido, la Batería Multimedia Sicole-R-ESO lleva a cabo un registro exhaustivo del funcionamiento de todos los procesos cognitivos implicados en la lectura, para localizar concretamente donde se presenta la dificultad, permitiéndonos obtener respuestas significativas para comprender ese problema y articular posibles soluciones, adaptadas siempre a las necesidades individuales de los alumnos. Palabras clave: adolescentes, procesamiento fonológico, procesamiento ortográfico, dislexia, evaluación asistida a través del ordenador.