Jiménez Juan E, Gutiérrez Nuria, de León Sara C
Faculty of Psychology, Universidad de La Laguna;
Faculty of Psychology, Universidad de La Laguna.
J Vis Exp. 2020 Jul 18(161). doi: 10.3791/60217.
The purpose of this study was to describe a Spanish protocol that includes reading, writing, and math Curriculum-Based Measures (CBMs) aimed at early detection of students at risk of presenting learning disabilities (LD). Early identification of LD is a critical component of the Response to Intervention (RtI) model. In early grades, the screening of foundational skills mentioned above can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. We designed different CBMs based on indicators of basic early reading, writing, and math skills [Indicadores de Progreso de Aprendizaje en Lectura, Escritura y Matemáticas, IPAL, IPAE, and IPAM respectively] that aim to fulfill the twofold objective of universal screening and evaluation of the Spanish students' progress. For reading, IPAL includes alphabetic principle, phonological awareness, concepts about print, and riddles in kindergarten. In first and second grades, IPAL includes alphabetic principle, nonsense words fluency, maze sentences, and oral reading fluency. In addition, it includes phonemic segmentation for first grade and prosody for second grade. For writing, IPAE includes copying letters, writing allographs, dictated letters, dictated words with arbitrary spelling, dictated words with rule-based spelling, dictated nonsense words, dictated sentences, writing sentences, and writing a story for first-third grades. Finally, for math, IPAM includes number comparison, missing number, number identification, quantity array, and counting aloud for kindergarten, and number comparison, multi-digit computation, missing number, single-digit computation, and place value for first-third grades.
本研究的目的是描述一种西班牙语协议，该协议包括阅读、写作和基于课程的数学测评（CBMs），旨在早期发现有学习障碍（LD）风险的学生。学习障碍的早期识别是干预反应（RtI）模型的关键组成部分。在低年级，对上述基础技能的筛查可为在小学入学前识别需要更强化的基于反应的干预的学生提供基于数据的指导方针。我们根据早期基本阅读、写作和数学技能指标[分别为学习进步指标：阅读（IPAL）、写作（IPAE）和数学（IPAM）]设计了不同的CBMs，旨在实现对西班牙学生进步进行普遍筛查和评估的双重目标。对于阅读，IPAL在幼儿园阶段包括字母原则、语音意识、印刷概念和谜语。在一、二年级，IPAL包括字母原则、无意义单词流畅性、迷宫句子和口头阅读流畅性。此外，它在一年级包括音素分割，在二年级包括韵律。对于写作，IPAE在一至三年级包括字母抄写、异体字书写、听写字母、任意拼写的听写单词、基于规则拼写的听写单词、听写无意义单词、听写句子、写句子和写故事。最后，对于数学，IPAM在幼儿园阶段包括数字比较、缺失数字、数字识别、数量数组和大声计数，在一至三年级包括数字比较、多位数计算、缺失数字、一位数计算和数位。
