<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682017000200096</article-id>
<article-id pub-id-type="doi">10.22235/pe.v10i2.1426</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Respuesta a la Intervención y escritura en niños de grupos sociales vulnerados]]></article-title>
<article-title xml:lang="en"><![CDATA[Response to intervention and spelling acquisition in children from low-income backgrounds]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diuk]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreyro]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CONICET Universidad Nacional de San Martín ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>96</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682017000200096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682017000200096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682017000200096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del estudio fue analizar la respuesta a la intervención (rai) en niños en contextos de pobreza con bajo nivel de alfabetización respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 años de edad participaron de un programa de enseñanza individual. Los niños completaron una prueba de escritura de palabras al comenzar y al finalizar la intervención. Se obtuvieron diferencias significativas entre el pre y pos test. Un análisis de regresión sobre la ganancia en escritura mostró que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los niños presentó baja rai, lo que indica que las dificultades de la mayor parte de los niños serían experienciales y no resultado de déficit cognitivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7-to-14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre- and post-test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pobreza]]></kwd>
<kwd lng="es"><![CDATA[dificultades]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[spelling]]></kwd>
<kwd lng="en"><![CDATA[poverty]]></kwd>
<kwd lng="en"><![CDATA[difficulties]]></kwd>
</kwd-group>
</article-meta>
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