A typology of student reading engagement: Preparing for response to intervention in the school curriculum

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques

“…Schools, regardless of having high student SES, can only achieve high performance levels in the model with acceptable levels of fit if their students, on average, reach medium or high skills in information assessment. In fact, the effect size of this variable in the general explanation of the school performance is high, an evidence backed up by other works based on multivariate analyses (Cheung et al, 2014(Cheung et al, , 2016, adding that these effects are even higher in schools with high SES. Although its effects on the decision tree are weak, school truancy also has a major effect size, mainly in schools with high SES.…”

“…The most relevant variables in the affluent schools branch are largely related to educational and individual characteristics, such as metacognitive strategies, ISCED 0 attendance, or truancy. Although these variables have been highlighted by previous multivariate studies (Cheung et al, 2014(Cheung et al, , 2016Rutkowski et al, 2017;Gamazo et al, 2018, respectively) the fact that these variables seem to be relevant to student performance only in affluent school settings has not been explored in any of them.…”

“…Some of these factors, such as self-efficacy, motivation toward achievement or task mastery, expected occupational status or domain enjoyment have been found to be positively related to student performance (Aksu and Güzeller, 2016;Tourón et al, 2018;She et al, 2019). Metacognitive strategies like summarizing, understanding and remembering, or assessing information have also been positively associated with the students' reading skills (Cheung et al, 2014(Cheung et al, , 2016, and they are, in fact, an integral part in some theoretical models that aim to explain student performance through its associated factors, such as the one proposed by Farrington et al (2012). There are some other variables that have been proven to have a negative effect on student achievement.…”

O Modelo RTI como estratégia de prevenção aos transtornos de aprendizagem

“…The positive results (e.g. Cheung et al, 2016;Ciullo et al, 2016;Spencer et al, 2015) from the implementation of RTI have contributed to the effective consolidation of the model. Now, RTI is widely used in the US education system, growing exponentially, and represents the primary model of educational intervention.…”

“…Investments in programs that prioritize prevention and adequate intervention to children›s deficits are observed, especially in the United States of America (USA). In this country, one of the key models of preventive-level intervention that has been most effective for learners is Response to Intervention (RTI) programs (Carta, Greenwood, Atwater, McConnell, Goldstein, & Kaminsk, 2015;Castro-Villarreal et al, 2014;Cheung, Mak, Sit, & Soh, 2016;Fuchs & Fuchs, 2006;Maier, Pate, Gibson, Hilgert, Hull, & Campbell, 2016;Robertson & Pfeiffer, 2016).…”