Incorporating RTI in a Hybrid Model of Reading Disability

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.

Efectos de la implicación familiar en estudiantes con riesgo de dificultad lectora

“…En la mayoría de los alumnos que presentan un TEA, este guarda relación con problemas en su aprendizaje lector (Spencer et al, 2014). De forma concreta, una investigación reciente muestra que la prevalencia de las dificultades específicas en comprensión lectora es del 6,7% (García, Jiménez, González, y Jiménez-Suárez, 2015).…”

The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

“…There are special classes, special clinics, and centers for children with reading disabilities in certain countries. There are specialized instructors who prepare a specific programs and reading materials for each child in such institutions (Spencer et al, 2014). Departments aimed to train such specialized instructors could be established in Turkish universities in the future.…”

Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities

“…Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading disabilities that included multiple criteria. Data from Spencer et al (2014) were used to construct a growth model of reading development. The parameters estimated from this model were then used to construct three simulated datasets wherein the growth parameters were manipulated in one of three ways: A stable-growth pattern, a mastery learning pattern and a fan-spread pattern.…”

“…The inability to consistently identify students with a reading disability puts a strain on families, teachers and schools, because without accurate classification it makes it hard to help children struggling to read. Researchers are actively proposing and testing different models and classification schemes that would identify children as having a reading disability, however these models have shown low to moderate agreement with each other in terms of who gets identified (Spencer et al, 2014). Perhaps the most widely used model of reading disability has been the aptitude-achievement model in which reading disability is defined by a significant discrepancy between aptitude, which serves as an estimate of expected level of achievement in reading, and achievement in reading (Bateman, 1965).…”

“…A potential replacement for the aptitude-achievement model has been a response-to-intervention model in which a reading disability is defined by a poor response to instruction and intervention (D. Fuchs & L. Fuchs, 2006). Finally, “hybrid” models have been proposed in which multiple sources of information are used to define reading disability (Bradley, Danielson, & Hallahan, 2003; Fletcher et al, 2013; Spencer et al, 2014; Wagner, 2008). …”