The acquisition of reading comprehension abilities and written expression is one of the key factors among learning processes in which students show many difficulties. For this reason, it is necessary to implement effective intervention strategies from early school years. The program EPI.com is aimed at improving lexical, semantic, and syntactic processes related to the reading process. This work aims to analyze the efficiency of EPI.com in years 1&2 of Primary Education. Participants in the research were 62 students (ages 6–8), who were assigned to an Experimental Group (EG; 38 students receiving the EPI.com intervention) and a Control Group (CG; 24 following traditional teaching and learning methods). The Illinois Test of Psycholinguistic Abilities and the Peabody test were applied before and after the intervention was carried out. Results showed that the strategy was effective in EG in improving the psycholinguistic aspects measured by the ITPA, with better results in the variables related to syntactic and lexical processing. Taking the results into account, it was concluded that EPI.com allows students to improve the abilities relating to reading skills. Also, the results highlight the need to incorporate interventions aimed at favoring maturation in some key aspects at early ages.

中文翻译：

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组织知识对初等教育有效吗？

阅读理解能力和书面表达能力的获得是学习过程中学生表现出许多困难的关键因素之一。因此，有必要从学年开始就实施有效的干预策略。程序EPI.com旨在改善与阅读过程有关的词汇，语义和句法过程。这项工作旨在分析EPI.com在初等教育第1年和第2年的效率。该研究的参与者为62名学生（6至8岁），他们分别被分配为实验组（EG； 38名接受EPI.com干预的学生）和对照组（CG； 24名遵循传统的教学方法）。在进行干预之前和之后，都要进行伊利诺斯州的语言能力测试和皮博迪测试。结果表明，该策略在EG中有效地改善了ITPA所测量的心理语言方面，并且在与句法和词汇处理有关的变量方面取得了更好的结果。考虑到结果，可以得出结论，EPI.com可以让学生提高与阅读技能有关的能力。同样，结果强调需要纳入旨在促进早期某些关键方面成熟的干预措施。