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The efficiency of Response to Intervention for two struggling readers: A SingleSubject design
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-7261-590X
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-2608-6204
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Background: Response-to-intervention (RTI) is a model, used mainly in the USA, with three Tiers of interventions, which get successively gets more intensive, specific and individualized. In this study, the RTI model was adapted to Swedish conditions and an extra Tier was added to introduce assistive technology as a supplement for students who still had difficulties after individualized interventions.

Aim: The purpose of the study was to implement, Response to Intervention (RTI) as a model, in a Swedish Grade 2 class to prevent reading, writing and arithmetic disabilities for children at risk.  However, this poster presentation highlights the reading aspect of the study.

 

Method: The project monitored all students' development in reading, writing and arithmetic with standardized tests. Students that did not develop their reading, writing and arithmetic ability as expected, got more systematic, intensified and individualized training in Tier 2-4. A cut off for success, the 30th  percentile was used.

 

Results:  The effects on non-word reading, word reading and reading comprehension through the different RTI-tiers are presented in the graphs below. The blue curve presents the development of the student who recently came to Sweden and has Swedish as a second language. The red curve presents the student with language impairment

Place, publisher, year, edition, pages
2019.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-90921OAI: oai:DiVA.org:lnu-90921DiVA, id: diva2:1385672
Conference
European Dyslexia Association Autumn Seminar, Växjö, Sweden, September 27-29.
Note

Ej belagd 20200325

Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-03-25Bibliographically approved

Open Access in DiVA

abstract(121 kB)2 downloads
File information
File name FULLTEXT01.pdfFile size 121 kBChecksum SHA-512
e221c2152c2f906609c556bc3f3e5432905f05254790d66430b579323a285916a6c8cb9f4cc0388fd02238a5d55b415119ad2d776e152ca096d0aab11a763468
Type fulltextMimetype application/pdf

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Nilvius, CamillaFälth, LindaSvensson, Idor
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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
  • rtf