Responsiveness-to-Intervention

Fuchs, Lynn S.; Vaughn, Sharon

doi:10.1177/0022219412442150

Cited by 218 publications

(170 citation statements)

References 55 publications

Supporting

Mentioning

164

Contrasting

Unclassified

Order By: Relevance

“…The above two models are similar in their organisational strategy and goals: the efforts are made to ensure favourable learning conditions for pupils, teachers and pupils' parents [47]. The model of integrated assistance to the child is in line with the main characteristics of the RTI model including: extensive pupil's analysis, provision of relevant data for problem identification, supervision of pupils' achievements, effective interventions and well-balanced teamwork [48][49][50][51][52]64]. But one of the main characteristics of this model is that during the assistance process the child takes active part in the "self-help process", whereas in other models this element is absent.…”

Section: Int Conf Society Health Welfare 2014mentioning

confidence: 99%

Development of the integrated assistance models to the child at institutional and inter-institutional level

2016

View full text Add to dashboard Cite

Abstract. One of the aims of the Strategic Framework for EuropeanCooperation in Education and Training (ET 2020) includes improvement of quality of education and training and equal opportunities for all, as well as development of social cohesion at all levels. The National Progress Programme for 2014-2020 highlights the necessity to enhance the inclusion of the disabled and other socially vulnerable groups in the education process. Thus, in response to the current challenges and changing public needs, and in order to create conditions for all children to gain education appropriate to their age and needs, school as the main child's socialisation institution shall ensure provision of high quality and comprehensive social pedagogical assistance. Only joint efforts of various specialists equipped with relevant knowledge/information and a wide range of abilities can ensure effective organisation and provision of social pedagogical assistance. One of the main conditions in providing social pedagogical assistance is teamwork providing for coordination of the activity of individual specialists, better identification of social assistance needs and development of inter-institutional and crosssection cooperation. The Article provides a draft model of integrated assistance to the child and a peer review. The analysis includes the ways of providing integrated assistance to the child, as well as changes to be made in the process of assistance to the child. The Article is concluded with the discussion where research results are summarised within the context of international research and practical experience.

show abstract

Section: Int Conf Society Health Welfare 2014mentioning

confidence: 99%

Development of the integrated assistance models to the child at institutional and inter-institutional level

2016

View full text Add to dashboard Cite

show abstract

“…It is based on a layered evidence-based intervention, which begins in general education and increases in its intensity and differentiation depending on the child's instructional response (Fletcher & Vaughn, 2009 ;Fuchs, Compton, Fuchs, Bryant, & Davis, 2008 ). RTI models are highly used in reading intervention, and their effects have been extensively studied (Fuchs & Vaughn, 2012 ).…”

Section: The Rti and Cognitive Hypothesis Testing Modelsmentioning

confidence: 99%

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

et al. 2016

View full text Add to dashboard Cite

Most research on the development of reading has focused on linguistic abilities, such as naming and phonological awareness, and their role in reading, recent studies have found several specifi c cognitive dimensions to be associated with the development of early decoding and word recognition skills such as visual attention span, working memory and executive functions. The current study examined the connection between cognitive abilities and reading at the beginning of fi rst grade and at the end of fi rst grade after an intervention program. As well as the cognitive and linguistic profi le of children who benefi ted most from the intervention.Strong correlations between several cognitive skills, such as memory, executive skills, speed of processing, and other aspects of general ability and word reading at the beginning and end of grade were found among Hebrew speaking. In addition children with low phonological processing and slow naming benefi ted and low memory skills the least from the intervention program.This study has advanced us towards a complex model of word reading diffi culties in young children. Furthermore, the results demonstrate universal cognitive processes that are necessary in order to acquire adequate reading development as well as language specifi c cognitive processes. Keywords Reading • Decoding • Intervention program • Cognitive abilities • Linguistic abilitiesThe most common factor identifying young poor readers is word reading diffi culties. This fi nding is consistent across orthographies (Share, 2008 ). While most of the research on word reading diffi culties has focused on phonological awareness and rapid naming, recent research suggests that other cognitive factors such as visual attention span, short term memory, and working memory also play a significant role in word reading level

show abstract

“…Comienza entonces a desarrollarse el modelo de la respuesta a la intervención. Se trata de una aproximación destinada a identificar y atender a estudiantes que no logran avanzar en sus aprendizajes al ritmo de sus pares (Fuchs y Vaughn, 2012;Hughes y Dexter, 2011).…”

Section: Introductionunclassified

Response to intervention and spelling acquisition in children from low-income backgrounds

Diuk

Ferroni

Mena

et al. 2017

View full text Add to dashboard Cite

Resumen: El objetivo del estudio fue analizar la respuesta a la intervención (RAI) en niños en contextos de pobreza con bajo nivel de alfabetización respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 años de edad participaron de un programa de enseñanza individual. Los niños completaron una prueba de escritura de palabras al comenzar y al finalizar la intervención. Se obtuvieron diferencias significativas entre el pre y pos test. Un análisis de regresión sobre la ganancia en escritura mostró que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los niños presentó baja RAI, lo que indica que las dificultades de la mayor parte de los niños serían experienciales y no resultado de déficit cognitivo. Palabras clave: aprendizaje, escritura, enseñanza, pobreza, dificultades. months, 37 7-to-14-year-old children (41 % girls) Abstract: The paper aimed to analyze the Response to Intervention (RTI) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six

show abstract

Responsiveness-to-Intervention

Cited by 218 publications

References 55 publications

Development of the integrated assistance models to the child at institutional and inter-institutional level

Development of the integrated assistance models to the child at institutional and inter-institutional level

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

Response to intervention and spelling acquisition in children from low-income backgrounds

Contact Info

Product

Resources

About