Impacto de una intervención proactiva en el aprendizaje de la lectura y sus dificultades a través de una plataforma online

Auxiliadora Sánchez-Gómez; Juan Luis Luque Vilaseca; Almudena Giménez-de-la-Peña; P. Javier López Pérez

doi:10.14201/eks.32172

Effects of a Proactive Intervention on Reading Skills and Difficulties Using an Online Platform

Auxiliadora Sánchez-Gómez

Universidad de Málaga. Málaga. España https://orcid.org/0000-0003-2204-690X auxisanchez[at]uma.es
Juan Luis Luque Vilaseca

Universidad de Málaga. Málaga. España https://orcid.org/0000-0002-3199-4808
Almudena Giménez-de-la-Peña

Universidad de Málaga. Málaga. España https://orcid.org/0000-0003-2666-0659
P. Javier López Pérez

Universidad de la Costa. Barranquilla. Colombia https://orcid.org/0000-0003-1605-9544

https://doi.org/10.14201/eks.32172

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How to Cite

Sánchez-Gómez, A., Luque Vilaseca, J. L., Giménez-de-la-Peña, A., & López Pérez, P. J. (2025). Effects of a Proactive Intervention on Reading Skills and Difficulties Using an Online Platform. Education in The Knowledge Society, 26, e32172. https://doi.org/10.14201/eks.32172

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Editorial dates

Submitted:

2024-08-31

Acceptance:

2025-08-01

Published:

2025-11-06

Issue

Vol. 26 (2025)

Section

Articles

Keywords

Learning difficulties
inclusion
reading
evidence-based practice
RtI models

Supporting agencies

This research didn't have any funding

License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.