Solis Michael, Miciak Jeremy, Vaughn Sharon, Fletcher Jack M
The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
The University of Houston, TX, USA.
Learn Disabil Q. 2014 Nov 1;37(4):218-229. doi: 10.1177/0731948714528806.
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 ( = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.
我们描述了一系列纵向研究的结果，这些研究采用了响应干预框架，该框架在3年时间里应用于六年级至八年级有阅读障碍和阅读理解能力差的学生。根据五年级的阅读理解分数（n = 1,083）确定学生，然后将他们随机分配到治疗组或对照组。从六年级开始，根据前一年对教学的反应，为分配到干预组的学生提供1年、2年或3年的治疗。报告了筛查程序、进展监测工具、教学层次以及研究每年的结果。还报告了通过多层次、增长模型以及对反应不足的认知和神经相关性研究来调查阅读和行为结果的其他研究。
