Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School

Gustafson, Stefan; Svensson, Idor; Fälth, Linda

doi:10.1080/1034912x.2014.878538

Cited by 23 publications

(22 citation statements)

References 72 publications

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“…Thus, we believe it is important to aim to include indexes of atypical neural development in diagnostic assessments in order to be able to detect dyslexia at earlier stages. To do so, one promising approach is to complement the RTI framework by a dynamic assessment approach, which focuses on factors moderating responsiveness and on the child’s learning potential [ 89 , 99 ]. As described above, there are promising efforts from neuroscience addressing differences between responders and poor responders [ 56 , 100 , 101 ] and simulating reading acquisition with artificial scripts [ 78 , 87 ] that could significantly contribute to our understanding of individual differences in treatment outcomes.…”

Section: Clinical and Educational Implications Of A Neurodevelopmementioning

confidence: 99%

Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder

2018

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The convenience of referring to dyslexia as a neurodevelopmental disorder has been repeatedly brought into question. In this opinion article, we argue in favor of the current diagnosis of dyslexia based on the criteria of harm and dysfunction. We discuss the favorable clinical and educational outcomes of a neuroscience-informed approach of dyslexia as a disorder. Furthermore, we discuss insights derived from neuroimaging studies and their importance to address problems related to developmental dyslexia.

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Section: Clinical and Educational Implications Of A Neurodevelopmementioning

confidence: 99%

Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder

2018

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“…Lately, DA models have been used in the specific field of learning difficulties related to reading with the purpose of obtaining profiles of learning potential and to establish the predictive value of dynamic tests on student achievement ( Jeltova et al, 2007 ; Gustafson et al, 2014 ). In this regard, Caffrey et al’s (2008) literature review showed that the predictive value of DA was higher than that of traditional evaluation methods when the level of achievement and support required to achieve that level were taken into consideration.…”

Section: Introductionmentioning

confidence: 99%

Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence

et al. 2018

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In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject’s performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.

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“…Because of the various reasons for the development of RD, a thorough investigation is needed. In an RTI model, one aim is to monitor the pupils’ reading and writing ability over a relatively long period (Gustafson, Svensson, and Fälth, ), which might be essential to receive a clear picture of the origin of the difficulties. However, students in grade three with severe reading difficulties should be placed directly in Tier 3 to get intensive and responsive interventions.…”

Section: Introductionmentioning

confidence: 99%

“…Children who do not respond to Tier 1 receive small group interventions in Tier 2. Non-responders from Tier 2 receive individual intensive instructions in Tier 3 (Andrade, Andrade and Capellini, 2015;Fuchs, Fuchs and Compton, 2012;Gustafson, Svensson and F€ alth, 2014). In Tier 3, the interventions are individualised and more intense, and a continued process of monitoring the children's progress is used in order to modify the instruction when necessary (Fuchs, Fuchs, and Compton, 2012;Wanzek, Vaughn, Scammacca, et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Two important factors that affect learning are the child's motivation to participate in intensive training and the teacher's ability to provide emotional support to the child. In a reading intervention study by F€ alth, Gustafson, Svensson, et al (2014), the authors interviewed both the children receiving a reading intervention and the teachers who carried out the intervention regarding how they had perceived the interventions. The programme included 25 thirty-minute sessions over a period of approximately 10 weeks.…”

Section: Introductionmentioning

confidence: 99%

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Two‐step tier three interventions for children in grade three with low reading fluency

Svensson

Fälth

Tjus

et al. 2018

Research in Spec Educ Needs

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The main aim of this study was to investigate the effect of a tier three intervention, response‐to‐intervention design, on children with low reading ability in grade three. Twenty‐eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading comprehension tests, and in total, the children received 20 reading intervention sessions in two waves, during 4 weeks. The results showed substantial gains with large effect sizes (d 0.78–2.95) on all the reading tests after the intervention period. A short, intensive and individualised intervention has a substantially positive effect on children's reading ability. For a majority of the children, the increased ability sustains even 4 years after the end of the interventions. However, as boys seem to have the greatest problem to sustain their increased ability, the authors claim that it is important to continue the intervention even after the research interventions have ended.

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Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School

Cited by 23 publications

References 72 publications

Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder

Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder

Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence

Two‐step tier three interventions for children in grade three with low reading fluency

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