University of British Columbia, Faculty of Education, Vancouver, Canada.
Psicothema. 2010 Nov;22(4):963-9.
This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.
本研究考察了一个采用反应干预（RTI）模式的地区儿童的读写能力发展情况。该地区包括以英语为第一语言的儿童和作为第二语言（ESL）学习英语的儿童。当儿童在 5 岁时进入幼儿园就读时，会进行测量语音意识、词汇获取和句法意识的任务。在 7 年级时，会进行阅读、语音处理、句法意识、记忆和拼写的测试。当孩子们入学时，他们中有相当数量的人面临读写困难的风险。经过系统的教学和每年对技能的监测，他们的阅读能力得到了提高，只有极少数人有阅读困难。结果表明，早期识别和干预以及频繁监测基本技能可以显著降低 ESL 和语言多数儿童的阅读问题发生率。
