阅读障碍识别：解决当前学校问题

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-03-03 DOI:10.1177/10534512221081278

Marianne Rice, Carly B. Gilson

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引用次数: 2

摘要

最近的宣传工作和国家政策已经认识到，识别和支持有阅读障碍的学生是学校的一个关键问题。目前与阅读障碍识别相关的问题包括缺乏对阅读障碍的通用定义，以及与阅读障碍相关的州立法可能造成的混乱。在学校解决这些问题可能包括利用当前的研究来实施识别、评估和改进阅读障碍风险筛查工具的混合模型，以及通过应对干预框架来解决基于数据的决策问题。

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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Dyslexia Identification: Tackling Current Issues in Schools

Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling these issues in schools may include using current research to implement hybrid models of identification, evaluating and improving screening tools for dyslexia risk, and addressing data-based decision-making through response-to-intervention frameworks.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.