对干预的反应:为有阅读风险和学习困难的学生组织服务的结构基准:三所小学的多案例研究

IF 0.5 Q4 EDUCATION, SPECIAL
Élisabeth Boily, Chantal Ouellet, Pascale Thériault
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引用次数: 0

摘要

尽管干预反应(RTI)被视为一种很有前途的预防阅读学习困难的模式,但一些作者强调了在教育环境中实施该模式所面临的挑战(Barrio等人,2015;Fuchs & Vaughn, 2012;Mitchell et al., 2012)。在美国实施该模式十年后,研究人员坚持认为需要对该模式实施相关的实际问题进行更多的研究(Barrio et al., 2015;Simonsen等人,2010)。本文的目的是介绍在三所小学实施RTI阅读的背景下,教师和补习教师角色的多案例研究结果。它更具体地侧重于基于与RTI相关的不同评估和干预程序的服务组织。结果表明,在研究的三个地点存在或出现了数据文化。可以观察到,RTI评估和干预程序被视为组织和规划整个学年为有风险的一年级和二年级学生以及那些已经在阅读困难中挣扎的学生提供服务的结构基准。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Response to Intervention as a Structuring Benchmark for Organizing Services for Students at Risk and With Learning Difficulties in Reading: A Multiple Case Study in Three Elementary Schools
Although Response to Intervention (RTI) is viewed as a promising model for preventing learning difficulties in reading, several authors have highlighted the challenges associated with its implementation in educational settings (Barrio et al., 2015; Fuchs & Vaughn, 2012; Mitchell et al., 2012). After a decade of implementing this model in the United States, researchers insist on the need for more studies on the practical issues related to the implementation of this model (Barrio et al., 2015; Simonsen et al., 2010). The purpose of this article is to present the results of a multi-case study on the roles of teachers and remedial teachers in the context of the implementation of the RTI in reading in three elementary schools. It focuses more specifically on the organization of services based on the different evaluation and intervention procedures associated with the RTI. The results indicate the presence or emergence of a data culture in the three sites studied. It was possible to observe that RTI evaluation and intervention procedures are viewed as structuring benchmarks for organizing and planning services throughout the school year for first and second Grade students at-risk and those already struggling with reading difficulties.
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来源期刊
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6.20%
发文量
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