中学阅读困难学生的干预反应。
Response to intervention with secondary school students with reading difficulties.
机构信息
University of Texas at Austin, Austin, TX 78712-0365, USA.
出版信息
J Learn Disabil. 2012 May-Jun;45(3):244-56. doi: 10.1177/0022219412442157. Epub 2012 Apr 6.
Abstract
The authors summarize evidence from a multiyear study with secondary students with reading difficulties on (a) the potential efficacy of primary-level (Tier 1), secondary-level (Tier 2), and tertiary-level (Tier 3) interventions in remediating reading difficulties with middle school students, (b) the likelihood of resolving reading disabilities with older students with intractable reading disabilities, (c) the reliability, validity, and use of screening and progress monitoring measures with middle school students, and (d) the implications of implementing response to intervention (RTI) practices at the middle school level. The authors provide guidance about prevailing questions about remediating reading difficulties with secondary students and discuss future directions for research using RTI frameworks for students at the secondary level.
摘要
作者总结了一项针对阅读困难的中学生进行多年研究的证据，包括：（a）在中学阶段，初级（第 1 层）、中级（第 2 层）和高级（第 3 层）干预措施对矫正阅读困难的潜在效果；（b）解决有顽固阅读障碍的大龄学生阅读障碍的可能性；（c）中学阶段使用筛查和进展监测措施的可靠性、有效性和用途；（d）在中学阶段实施干预反应（RTI）实践的意义。作者就中学阶段矫正学生阅读困难的常见问题提供了指导，并讨论了使用 RTI 框架对中学生进行研究的未来方向。
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