Evidence Database

Evidence Database

This database includes research-based early grade literacy evidence that relates to the LAC region, based on both quantitative and qualitative research. Included articles focus on children birth through grade three, have a focus on literacy (including reading and/or writing), were published since 1990, and are from or on the LAC region.

The materials included in this database were collected by LRCP partners. The objective of this work is to establish a primary source of information and therefore the resources have not undergone any kind of selection or quality control process. The content of the resources are the responsibility of the authors.

In the cases where digital versions of the resources were found and where we had permission from the authors, we have uploaded the PDF version of the resource. For resources without a digitial version or without proper permissions we have only included a description of the content, authors, and place where you can solicit access to the material.
We hope that this work will be useful and interesting for your work.

Displaying 31 - 40 of 104
Publication Year: 2011 | Submission Date: January 20, 2017
Is teaching just words sufficient to ensure reading mere complex texts? Wouldn't it be also necessary to have a basic repertoire of sentence reading?
Publication Year: 1992 | Submission Date: January 20, 2017
Studied the efficacy of an exclusion discrimination procedure for the acquisition of reading ability. Human Ss: Three Brazilian school-age children (aged 6 yrs).
Publication Year: 2013 | Submission Date: January 20, 2017
Background: Growth failure is associated with adverse consequences, but studies need to control adequately for confounding.
Publication Year: 2014 | Submission Date: January 20, 2017
This paper explores the variety and integration of linguistic resources used by third and seventh graders in elementary schools with different socio-educational characteristics in Northern Patagonia (
Publication Year: 2013 | Submission Date: January 20, 2017
Presents a which aims to obtain evidence of the role of morphology in early literacy acquisition in Spanish. Three groups of children from 2nd to 4th year of primary school participated in the study.
Publication Year: 2011 | Submission Date: January 20, 2017
Transition to school is particularly complex for children with special needs.
Publication Year: 2013 | Submission Date: January 20, 2017
The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school.
Publication Year: 2012 | Submission Date: January 20, 2017
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners ( N = 163) and first grade students ( N = 305) from hig
Publication Year: 2009 | Submission Date: January 20, 2017
Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results a
Publication Year: 2011 | Submission Date: January 20, 2017
This article presents the results of a diagnostic evaluation of phonological awareness in pre-school children and first year elementary school students, who attend socially vulnerable schools.

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