Al Otaiba Stephanie, Folsom Jessica S, Schatschneider Christopher, Wanzek Jeanne, Greulich Luana, Meadows Jane, Li Zhi, Connor Carol M
Except Child. 2011 Summer;77(4):453-470. doi: 10.1177/001440291107700405.
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.
许多学校开始实施多层干预反应（RTI）模式，以预防阅读困难，并协助识别有学习障碍（LD）的学生。本研究是我们在佛罗里达学习障碍中心资助下正在进行的大型纵向RTI调查的一部分。本研究采用纵向相关设计，在7所种族和社会经济背景多样的学校进行。我们观察了20间教室的阅读教学，检查了对幼儿园一年级教学的反应率，并根据幼儿园的成长情况和年终阅读成绩预测了学生一年级的阅读表现（n = 203）。教师遵循明确的核心阅读计划，总体而言，课堂教学被评为有效。结果表明，在控制学生幼儿园期末阅读情况后，他们在幼儿园期间在各种语言和读写能力指标上的成长抑制了对一年级表现的预测。具体而言，学生达到满意结果的轨迹越陡峭，他们在一年级表现良好的可能性就越小。文中讨论了对未来研究和RTI实施的启示。
