Difficulties in implementing effective instruction for at‐risk students arise from two challenges: the transfer of evidence‐based knowledge and the lack of economic resources. Computer‐assisted programmes offer a suitable solution, providing quality instruction using low‐cost resources. Thirty‐two first‐grade students with early learning difficulties were identified and paired based on at least three of the pre‐intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer‐assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15‐min training sessions on syllable decoding plus one 30‐min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1‐hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes.

中文翻译：

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一项预防西班牙学习者早期阅读困难的补充计算机辅助干预程序：一项分层随机对照试验

为高危学生提供有效指导的困难来自两个挑战：基于证据的知识的转移和缺乏经济资源。计算机辅助程序提供了一种合适的解决方案，可以使用低成本资源提供高质量的指令。根据干预前的至少三种阅读方式（单音节和双音节项目的阅读效率，单词，假单词和文本阅读速度），确定并配对了32名具有早期学习困难的一年级学生，并将其配对。每对都分配给两个不同的干预计划之一：以音节为重点的计算机辅助干预计划（CAIP）或西班牙国立学校援助服务（SSAS）提供的计划。每周，CAIP参与者成对接受了四个15分钟的音节解码培训课程和一个30分钟的小组理解课程。CAIP由受训学生提供。SSAS计划通常由训练有素的从业者每周进行一次1小时的个人或小组会议。这两个程序都进行了11周。在解码和理解方面，CAIP干预显示出比SSAS干预更好的结果，并且效果大小适中。