Children's Early Reading DevelopmentNCT07451262
Improving Reading at Scale in Buenos Aires
A study testing The Spanish-language structured literacy program-Aprendo Leyendo and Professional Teacher Development in people with Children's Early Reading Development, run by Florencia Salvarezza at 1 site in Argentina.
Trial summary
This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Read more about this study
- Who is it for?
- Ages 5 to 8 years
- Conditions the study is for
- Children's Early Reading Development
- What is being tested?
- The Spanish-language structured literacy program-Aprendo Leyendo and Professional Teacher Development
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 537 participants
- Where
- 1 siteArgentina
- Study dates
- 1 May 2022to 15 Dec 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 5 to 8 years
- All sexes
- No healthy volunteers
- Child
Who may be able to join
- Schools designated by the Ministry of Education School Eligibility to participate as either intervention or control sites Public primary schools located in Buenos Aires
- Student Eligibility Enrollment in first grade (Year 1) Enrollment second grade (Year 2)
- Native Spanish speakers
- Participation in regular classroom literacy instruction
- No exclusion based on gender or socioeconomic background
- Teacher Eligibility
- Classroom teachers assigned to participating first grade (first year) Classroom teachers assigned to participating second-grade classrooms (second year) Classroom teachers willing and available to participate in professional development
- For intervention schools, willingness to participate in professional development and implement the Aprendo Leyendo curriculum
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
Argentina1 site
Universidad de la Ciudad de Buenos Aires
Buenos Aires, C1038AAR
About this study
Official title: Improving Reading at Scale: Evidence for Structured Literacy Instruction in Argentina's Primary Schools
This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.
Read the detailed description
The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.
- Conditions
- Children's Early Reading Development
- Being tested
- The Spanish-language structured literacy program-Aprendo Leyendo, Professional Teacher Development
- Keywords
- Literacy, structured literacy instruction, reading outcomes, teacher professional development
- Medical subject headings
- Literacy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
The Spanish-language structured literacy program-Aprendo LeyendoOther
The investigators applied a Behavioral intervention. Aprendo Leyendo (AL) is a Spanish-language multisensory structured reading program, designed for children in the early stages of reading development. Using an explicit, sequential, and multisensory approach, AL is designed to help beginning readers achieve automatic accurate decoding and fluent reading of connected text. AL also includes systematic instruction in reading comprehension strategies, syntax, morphology, vocabulary, spelling and handwriting.
Professional Teacher DevelopmentOther
Intervention 2 Description: The PD curriculum included 20 hours of in-person training in year one, 20 hours of continued ongoing support throughout both school years, along with the provision of print and online teacher and student materials.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Condition | Experimental | Students received instruction using the Aprendo Leyendo structured literacy curriculum delivered by teachers who completed professional development and ongoing support. Receives: Other: The Spanish-language structured literacy program-Aprendo Leyendo; Other: Professional Teacher Development |
| Control Condition | No intervention | Students received standard reading instruction as typically implemented in their schools, with no additional training or instructional materials provided by the project. |
What is being measured
The primary outcome is the main question the study is designed to answer.
IDEL Subtests (Dynamic Indicators of Success in Reading)
Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency
Measured: Baseline (before grade 1) and 2 years (end grade 2)
Nonword Repetition
Assessed phonological working memory
Measured: Baseline (before grade 1) and 2 years (end grade 2)
Rapid Automatic Naming (RAN)
Assessed speed and accuracy of naming familiar stimuli
Measured: Baseline (before grade 1)
IDEL Subtests
Oral Reading Fluency
Measured: up to 10 months (end grade 1), 1 year (before grade 2)and 2 years (end grade 2)
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Words Read Correctly Per Minute
Measured: 1 year (before grade 2) and 2 years (after grade 2).
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Letter sound
Measured: up to 10 months (after grade 1), 1 year (before grade 2) and 2 years (after grade 2)
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Passage Fluency Passage Comprehension Dictation
Measured: 2 years (after grade 2)
Peabody Picture Vocabulary Test (PPVT)
Measured comprehension of spoken words
Measured: Baseline (before grade 1)
Set for Variability (SfV)
Measured the ability to correct a mispronounced word to its correct lexical form
Measured: Baseline (before grade 1) and 2 years (after grade 2)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 Mar 2026
- Study start1 May 2022
- Primary completion15 Dec 2023
- Study completion15 Dec 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Children's Early Reading DevelopmentStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This study evaluated the implementation of a Spanish structured literacy intervention (Aprendo Leyendo), which provides explicit, systematic, and multisensory instruction in foundational reading skills, fluency, and reading comprehension. The intervention was delivered by teachers who received 40 hours of professional development and ongoing instructional support. The intervention was implemented over two academic years and included four data collection points (pre- and post-intervention across both years). Student literacy outcomes were assessed using standardized Spanish-language measures, including IDEL and Tejas LEE. The study followed a quasi-experimental design comparing students in intervention schools with those in control schools receiving business-as-usual instruction.
- Masking
- None (open label)
- Enrolment
- 537 participants (actual)
Sponsor and investigators
- Lead sponsor
- Florencia Salvarezza
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Florencia Salvarezza, University of Buenos Aires
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07451262
- Sponsor's protocol ID
- ID NOT YET ASSIGNED
- Status last verified
- Feb 2026
- First submitted
- 30 Jan 2026
- Last updated
- 5 Mar 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 5 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Improving Reading at Scale: Evidence for Structured Literacy Instruction in Argentina's Primary Schools
- ClinicalTrials.gov ID
- NCT07451262
- Acronym / sponsor ID
- ID NOT YET ASSIGNED
- Conditions
- Children's Early Reading Development
- Keywords
- Literacy, structured literacy instruction, reading outcomes, teacher professional development
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 537 participants (actual)
- Lead sponsor
- Florencia SalvarezzaUniversity, hospital or other
- Study start
- 1 May 2022 (actual)
- Primary completion
- 15 Dec 2023 (actual)
- Study completion
- 15 Dec 2023 (actual)
- First posted
- 5 Mar 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study evaluated the effectiveness of Aprendo Leyendo, a structured literacy program, by comparing reading outcomes of first- and second-grade students in intervention schools with those receiving business-as-usual instruction in control schools. Teachers in intervention schools received 40 hours of professional development and ongoing coaching support over two school years. Student reading performance was assessed at multiple time points using standardized Spanish-language literacy measures to examine growth over time. The study was conducted in 15 schools in Buenos Aires, Argentina.
Detailed description
The overarching goal of the present study was to carry out a longitudinal observation of the effects of an evidence-based teacher training program (see below for details) and corresponding teacher and student instructional materials on foundational literacy outcomes. The investigators conducted four assessments of literacy and literacy-related skills over the span of two years in schools in the province of Buenos Aires, Argentina. The investigators evaluated the early reading skills of children whose teachers were trained in the program and had Aprendo Leyendo's instructional materials, and compared their performance and evolution with the skills of children whose teachers were not trained in the program and did not have the instructional materials. In addition, individual differences in the children's reading growth were assessed with a limited set of predictors.
Study design
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study evaluated the implementation of a Spanish structured literacy intervention (Aprendo Leyendo), which provides explicit, systematic, and multisensory instruction in foundational reading skills, fluency, and reading comprehension. The intervention was delivered by teachers who received 40 hours of professional development and ongoing instructional support. The intervention was implemented over two academic years and included four data collection points (pre- and post-intervention across both years). Student literacy outcomes were assessed using standardized Spanish-language measures, including IDEL and Tejas LEE. The study followed a quasi-experimental design comparing students in intervention schools with those in control schools receiving business-as-usual instruction.
| Arm | Type | Receives |
|---|---|---|
| Intervention Condition | Experimental | Other: The Spanish-language structured literacy program-Aprendo Leyendo, Other: Professional Teacher DevelopmentStudents received instruction using the Aprendo Leyendo structured literacy curriculum delivered by teachers who completed professional development and ongoing support. |
| Control Condition | No intervention | –Students received standard reading instruction as typically implemented in their schools, with no additional training or instructional materials provided by the project. |
Who may qualify
- Ages
- 5 to 8 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child
Key inclusion criteria (8 listed)
- Schools designated by the Ministry of Education School Eligibility to participate as either intervention or control sites Public primary schools located in Buenos Aires
- Student Eligibility Enrollment in first grade (Year 1) Enrollment second grade (Year 2)
- Native Spanish speakers
- Participation in regular classroom literacy instruction
- No exclusion based on gender or socioeconomic background
Key exclusion criteria (0 listed)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| The Spanish-language structured literacy program-Aprendo LeyendoThe investigators applied a Behavioral intervention. Aprendo Leyendo (AL) is a Spanish-language multisensory structured reading program, designed for children in the early stages of reading development. Using an explicit, sequential, and multisensory approach, AL is designed to help beginning readers achieve automatic accurate decoding and fluent reading of connected text. AL also includes systematic instruction in reading comprehension strategies, syntax, morphology, vocabulary, spelling and handwriting. | Other | Intervention Condition |
| Professional Teacher DevelopmentIntervention 2 Description: The PD curriculum included 20 hours of in-person training in year one, 20 hours of continued ongoing support throughout both school years, along with the provision of print and online teacher and student materials. | Other | Intervention Condition |
Primary outcome
IDEL Subtests (Dynamic Indicators of Success in Reading)
Time frame: Baseline (before grade 1) and 2 years (end grade 2)
Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Correct Fluency
Nonword Repetition
Time frame: Baseline (before grade 1) and 2 years (end grade 2)
Assessed phonological working memory
Rapid Automatic Naming (RAN)
Time frame: Baseline (before grade 1)
Assessed speed and accuracy of naming familiar stimuli
IDEL Subtests
Time frame: up to 10 months (end grade 1), 1 year (before grade 2)and 2 years (end grade 2)
Oral Reading Fluency
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Time frame: 1 year (before grade 2) and 2 years (after grade 2).
Words Read Correctly Per Minute
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Time frame: up to 10 months (after grade 1), 1 year (before grade 2) and 2 years (after grade 2)
Letter sound
Tejas LEE Subtests (Texas Education Agency assessment of Spanish reading skills)
Time frame: 2 years (after grade 2)
Passage Fluency Passage Comprehension Dictation
Peabody Picture Vocabulary Test (PPVT)
Time frame: Baseline (before grade 1)
Measured comprehension of spoken words
Set for Variability (SfV)
Time frame: Baseline (before grade 1) and 2 years (after grade 2)
Measured the ability to correct a mispronounced word to its correct lexical form
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Mar 2026.
- Individual participant dataSharing planned: No
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing The Spanish-language structured literacy program-Aprendo Leyendo and Professional Teacher Development in people with Children's Early Reading Development, run by Florencia Salvarezza at 1 site in Argentina.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 8 inclusion and 0 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Mar 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Argentina. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
IDEL Subtests (Dynamic Indicators of Success in Reading) (time frame: Baseline (before grade 1) and 2 years (end grade 2)). The study lists 9 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Mar 2026; AzTrials last refreshed its copy on 29 Oct 2026.