Arizona State University, Tempe, AZ 85287, USA.
Psicothema. 2010 Nov;22(4):949-54.
Response to Intervention (RTI) is being used in districts and states around the United States (U.S.) as a means to enhance learning opportunities and address the needs of struggling learners. Increasing attention to RTI in the research community and the recent creation of a large national technical assistance center reflect its growing visibility. Because equity issues for ethnic and linguistically diverse students are purportedly addressed in RTI models, we conduct a sociocultural analysis of its building blocks, namely the definitions and assumptions embedded in the notions of "response" and "intervention". We used interdisciplinary theoretical and empirical insights about the cultural nature of learning and development to inform our analysis. We discuss how the assumptions of RTI might unintentionally create blind spots for researchers and practitioners about how to design, conduct, and assess learning environments, particularly for diverse students. We conclude with reflections about future directions in this research area.
在美国，干预反应（Response to Intervention，RTI）被用于地区和州，作为增强学习机会和满足学习困难学生需求的手段。研究界对 RTI 的日益关注以及最近创建的一个大型国家技术援助中心反映了它日益增强的可见度。因为 RTI 模型据称解决了族裔和语言多样化学生的公平问题，所以我们对其构建块进行了社会文化分析，即“反应”和“干预”概念中嵌入的定义和假设。我们使用关于学习和发展的文化性质的跨学科理论和经验见解为我们的分析提供信息。我们讨论了 RTI 的假设如何在设计、实施和评估学习环境，特别是针对多样化学生时，可能会无意中为研究人员和实践者创造盲点。最后，我们对该研究领域的未来方向进行了反思。
