Socio-familial risk factors and personal protective variables of academic performance in Secondary Education students.

Background: Socio-familial risk factors negatively affect the academic performance of students. The objective of this study consisted in analyzing which personal variables can reduce the negative relationship between socio-familial risk factors and academic performance.

Method: A sample of 1268 Secondary students was selected, of which 443 had two or more risk factors.

Instructional Practices for Spelling by Spanish-Speaking Children With and Without Learning Disabilities in Early Grades.

The main objectives of this study were to examine the type of adaptations made by Grades 1 through 3 primary school teachers working with children who are poor spellers of a transparent language such as Spanish and to analyze whether these adaptations were determined by the grade taught by these teachers. Using the total population of primary school classroom teachers in the Autonomous Community of the Canary Islands as a base, the authors took a random sample that was stratified by level, resulting in a representative sample of 300 teachers. For data collection, the authors employed an online questionnaire containing a list of specific teaching activities or procedures the teachers used to work on spelling.

[Spelling development in the Spanish language].

This study focused on spelling development in Spanish children from elementary grades. A sample of 1045 was selected from 2nd to 6th grade belonging to four schools in Tenerife Island with an age range between 7 and 12 years old (M = 113.8, SD = 17.

[Speech perception development in children with dyslexia].

Several studies have indicated that dyslexics show a deficit in speech perception (SP). The main purpose of this research is to determine the development of SP in dyslexics and normal readers paired by grades from 2nd to 6th grade of primary school and to know whether the phonetic contrasts that are relevant for SP change during development, taking into account the individual differences. The achievement of both groups was compared in the phonetic tasks: voicing contrast, place of articulation contrast and manner of articulation contrast.