Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2023-10-02 DOI:10.1002/dys.1755
José M. Ramos-Carrillo, Francisco J. Moreno-Perez
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Abstract

Detecting students with reading difficulties (RD) is particularly important in the context of the Response to Intervention (RTI) model, in terms of both research and professional practice. However, there is no unanimous agreement on the best procedure to carry it out. In addition, most of the research in this field has been carried out in the English language, and there is little evidence on how these measures behave in other languages. This study focuses on identifying the best procedure for detecting RD in Spanish in older elementary students, comparing the validity, accuracy and goodness of fit of three different universal screening assessment approaches—the Psychometric Assessment Approach, the Curriculum-Based Assessment Approach and the Teacher Detection Approach—using RTI as a criterion to determine the goodness of fit of the different approaches. A total of 154 fifth-year primary students participated in this study. The results reveal that the multivariate inclusion of the evaluation approaches used is the best means of ensuring an efficient, valid assessment when attempting to identify RD among fifth graders. This finding has practical implications for the implementation of the RTI model in the field of RD.

Abstract Image

在干预反应模型的背景下检测年长小学生的西班牙语阅读困难。
从研究和专业实践的角度来看,在干预反应(RTI)模型的背景下,检测有阅读困难(RD)的学生尤为重要。然而,对于执行这项工作的最佳程序,并没有达成一致意见。此外,该领域的大多数研究都是在英语中进行的,很少有证据表明这些措施在其他语言中的表现。本研究的重点是确定在年龄较大的小学生中检测西班牙语RD的最佳程序,比较三种不同的通用筛查评估方法(心理测量评估方法)的有效性、准确性和拟合优度,基于课程的评估方法和使用RTI作为标准来确定不同方法的拟合优度的教师检测方法。共有154名五年级小学生参与了这项研究。结果表明,在试图识别五年级学生的RD时,所使用的评估方法的多元纳入是确保有效评估的最佳手段。这一发现对RTI模型在RD领域的实施具有实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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