University of Texas Health Science Center Houston, Houston, TX 77030, USA.
J Learn Disabil. 2012 May-Jun;45(3):232-43. doi: 10.1177/0022219412442155. Epub 2012 Apr 6.
The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences.
本文旨在描述与小学阅读中干预反应（RTI）框架相关的研究现状和研究需求。综述了早期阅读教学和干预、多层次阅读干预的实施以及干预反应性的确定等方面的研究。确定需要研究的领域包括：（a）在 RTI 环境下，早期阅读干预最有效的条件；（b）针对英语水平有限的学生的多层次干预；（c）在第三层密集干预中进展有限的学生的阅读教学；（d）确定干预反应性的标准；（e）完全实施 RTI 框架的效果。尽管 RTI 研究可能代价高昂且难以实施，但它可能有助于改善许多面临严重负面生活后果风险的学生的阅读成果。
