Justice Laura M, McGinty Anita, Guo Ying, Moore Douglas
The Ohio State University, Columbus, Ohio, USA.
Semin Speech Lang. 2009 May;30(2):59-74. doi: 10.1055/s-0029-1215715. Epub 2009 Apr 27.
This article provides an overview of how response to intervention (RTI) may be used effectively within early childhood settings. Discussion is organized to address such issues regarding RTI implementation as (1) how to design and implement a high-quality Tier 1 learning environment that systematically improves children's language and literacy outcomes, (2) how to design and implement a high-quality Tier 2 supplemental learning intervention that systematically improves the language and literacy outcomes of children who are unresponsive to Tier 1, and (3) how to design and implement a comprehensive and cohesive assessment system that appropriately identifies children who show inadequate response to the Tier 1 and Tier 2 learning opportunities. A model for implementing RTI using the supplemental curriculum by Justice and McGinty, READ IT AGAIN-PREK! (2008), is presented. This tool was developed to meet the needs of early childhood programs as they seek to implement RIA in a cost-effective and scalable manner.
本文概述了如何在幼儿教育环境中有效运用回应干预（RTI）。讨论内容围绕RTI实施的相关问题展开，包括：（1）如何设计并实施高质量的一级学习环境，以系统地提升儿童的语言和读写能力；（2）如何设计并实施高质量的二级补充学习干预，以系统地提升对一级干预无反应儿童的语言和读写能力；（3）如何设计并实施一个全面且连贯的评估系统，以恰当地识别出对一级和二级学习机会反应不足的儿童。文中还介绍了一种使用贾斯蒂斯和麦金蒂的补充课程《再读一遍——学前准备！》（2008年）来实施RTI的模式。该工具的开发旨在满足幼儿教育项目以经济高效且可扩展的方式实施回应干预评估（RIA）的需求。
