Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

Arias-Gundín, Olga; Llamazares, Ana

doi:10.3390/educsci11050209

Cited by 15 publications

(8 citation statements)

References 54 publications

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“…Reading difficulties have serious implications on students' academic success and motivation, and there has been a growing body of research that evidences the need to develop early interventions that are tailored to the needs of each student to reduce the likelihood of more severe disabilities (Arias-Gundín and Llamazares, 2021) and decrease the differences between students (Pfost et al, 2014). Several studies support RtI effectiveness in the intervention in reading disabilities (e.g., Suggate, 2010;van Norman et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

et al. 2022

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In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.

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Section: Introductionmentioning

confidence: 99%

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

et al. 2022

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“…The teachers in this condition also explicitly taught some of the complexities of the English language such as vowel digraph alternatives as opposed to the teaching of exception words as "sight words" through visual recognition strategies. Recent reviews have highlighted the variability in Tier 2 implementation (Arias-Gundín & Llamazares, 2021;Truckenmiller & Brehmer, 2021) and the need for continued research regarding specific details of effective Tier 2 reading instruction implemented in natural class teaching environments to guide teaching practice.…”

Section: Tier 2 Small Group Teachingmentioning

confidence: 99%

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

et al. 2022

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The Better Start Literacy Approach (BSLA) is a strengths-based approach to supporting children’s literacy learning in their first year of school. Previous research has shown the approach is effective at accelerating foundational literacy knowledge in children with lower levels of oral language. This study examined the impact of the BSLA for children with varied language profiles and across schools from diverse socioeconomic communities. Additionally, a controlled analysis of the impact of Tier 2 teaching within a response to teaching framework was undertaken. Participants included 402 five-year-old children from 14 schools in New Zealand. A randomised delayed treatment design was utilised to establish the effect of Tier 1 teaching. Analyses showed a significant Tier 1 intervention effect for phoneme awareness, letter-sound knowledge, non-word reading and non-word spelling. There was no difference in intervention effects across socioeconomic groupings. Children were identified for Tier 2 teaching after 10 weeks of Tier 1 implementation. The progress of 98 children in response to Tier 2 teaching was compared to 26 children who met Tier 2 criteria but received only Tier 1 teaching within this study. Children in the Tier 2 group scored significantly higher on phonological awareness, non-word reading, and spelling than the control group at the post-Tier 2 assessment point, after controlling for pre-Tier 2 scores. The results suggest that a proactive strengths-based approach to supporting foundational literacy learning in children’s first year of school benefits all learners. The findings have important implications for early provision of literacy learning support in order to reduce current inequities in literacy outcomes.

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“…Additionally, use of "response to intervention" (RTI) models allows students to be taught in inclusive environments for as much of their time as possible. With RTI, students receive special interventions for only the constrained amount of time they need and do not languish in special education for the duration of their academic career (Arias-Gundín, & García Llamazares, 2021).…”

Section: Future Research and Improved Implementation To Address Dispr...mentioning

confidence: 99%

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

Gotlieb

Immordino‐Yang

Gonzalez

et al. 2022

Literacy Research: Theory, Method, and Practice

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Current conversations in literacy research call for the need to consider children’s social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate—a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.

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Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

Cited by 15 publications

References 54 publications

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

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