将回应干预模式纳入阅读障碍混合模型。
Incorporating RTI in a Hybrid Model of Reading Disability.
作者信息
Spencer Mercedes, Wagner Richard K, Schatschneider Christopher, Quinn Jamie, Lopez Danielle, Petscher Yaacov
机构信息
Florida Center for Reading Research and Florida State University.
出版信息
Learn Disabil Q. 2014 Aug;37(3):161-171. doi: 10.1177/0731948714530967.
Abstract
The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.
摘要
本研究旨在评估一种融合了干预反应（RTI）作为阅读障碍关键症状之一的混合识别模型。在一个从一年级到二年级纵向跟踪的大规模学生样本中，考察了阅读障碍替代操作定义的一年稳定性。结果证实了先前关于基于单一标准的阅读障碍操作定义稳定性有限的研究发现。然而，对于一种将RTI与阅读障碍其他常见症状相结合的阅读障碍混合模型，其稳定性要高得多。
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