CLARA Codebook
The data sets include the variables used for analyses and results reported. There is a file for each administration point: pre-test (t1), after 14 weeks of intervention for mid-test (t2), immediately following the intervention for post-test (t3), and for follow-up (t4) months after the intervention finished for the experimental group. Each file includes the measures administered at that specific time point only. The administration point label _t1, _t2, _t3 or _t4 was added to the variable labels. Blank boxes represent missing data. 

Descriptive variables are as follows:
* ID: Is the number assigned to identify the participant. 
* Age: Is the children’s age at the time they completed pre-test assessments.
* Grade: Is the children’s grade at the time they completed pre-test assessments.
* Gender: Number 2 represents females; number 1 represents males
* Group: Treatment = children in the experimental group who participated in 27 weeks of intervention. Control = children in the waiting list. 
Data variables are as follows:
LK = Letter Knowledge: This task evaluates children’s knowledge of Spanish letters (i.e., 27 letters and 4 digraphs). The variable is raw score including all letters (sounds and names) the child can identify correctly. Maximum score was 128.
PA = Phonemic Awareness:  The task captures children’s performance on the phoneme identification, deletion, blending, and segmentation subtasks. For time 1, the maximum score was 30. After t1 administration, a total of 30 items were added, giving a total of 60 items for the remaining administration points. The variable is the children’s correct responses summed up to obtain raw scores. 
Nonword = Nonword Reading: The task evaluates children’s ability to read non-words. The variable is raw score which include the total number of non-words read correctly in one minute.

WordReading = Word Reading: The task evaluates children’s ability to read words. The variable is raw score including the total number of words read correctly in one minute.

PWMT = Picture Word Matching Test: In the task children were asked to match as many words as possible to their pictures in three minutes. The variable is raw score including the total number of words read correctly in three minute. Maximum was 63.

Bespoke = Taught Vocabulary:  In this task children had to provide a definition for targeted words. Responses were scored as 2, 1 or 0 points. Children’s responses were summed up to obtain raw scores to form the variable. The maximum score was 42.
CELF_Vocabulary = Expressive Vocabulary: In the subtest children provide labels for a series of pictures. Children’s responses were scored as 2, 1 or 0. For time 1, the maximum score was 58. After t1 administration, nine words with accompanying pictures were added to the original subtest for a maximum score of 76. The variable is raw score. 
WISC = Wechsler Intelligence Scale for Children: In the expressive Vocabulary subtest, children defined a series of words. Children responses were scored as 2, 1, or 0. Correct responses were summed up to obtain raw scores for this variable. Maximum was score 64.
ROWPVT = One-Word Picture Vocabulary Test: Children were requested to point to the picture that best represents the stimuli word. Responses were scored as one or zero. Correct responses were summed up to obtain raw scores for this variable. Basal and a ceiling levels were establish according to the administration rules.
ListeningC = Listening Comprehension: In this task, the assessor reads a short story after which the child is asked 10 comprehension questions. Children’s responses were scored as 2, 1 or 0.  Maximum score was 20. Children’s responses were summed up to obtain raw scores for this variable.
Narrative: In this task, the assessor asks the child to arrange a picture sequence and tell a story about what is represented by the pictures. Children’s stories were audio recorded and transcribed to obtain data for three variables: story grammar (i.e., StoryGrammar) with a maximum score of 14, Mean Length of Utterance in words (i.e., MLU-w), and Subordination Index (i.e., SubordinationIndex). There was no maximum score for MLU and Subordination Index.

ReadingC = The York Assessment of Reading and Comprehension: In this task, the children read six short paragraphs aloud. After reading each paragraph, the assessor asks 8 comprehension questions and children responses were scored as 1 or 0. Children’s correct responses were summed up to obtain raw scores fort this variable. Maximum score was 48.
WordWriting = Spelling: This task evaluates children’s ability to spell Spanish words correctly. At t1, 10 target words were dictated one at the time, and 35 at subsequent test times. The number of words spelled correctly was recorded and summed up to obtain raw scores for the variable.
RecallingSentences = Recalling Sentences: This task evaluates children’s ability to repeat verbatim spoken sentences of increasing complexity. Children’s responses were scored as explained in the manual and summed up to obtain the raw scores for the variable. The maximum score was 96. This measure was administered at t1 only.
TOBANS = Arithmetic Skills:  Children performed addition and subtraction problems. The variable is raw score including the total of problems correctly solved in one minute for each addition and subtraction subtask. This measure was administered at t1 only.

RAVEN = Nonverbal ability: Children’s nonverbal ability was assessed using the
Raven’s Progressive Matrices. The variable is raw score. This measure was administered at t1 only.