在学校实施多层支持系统的背景下衡量小学生的阅读收获

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-08-27 DOI:10.1177/07419325241268563
Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
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引用次数: 0

摘要

关于一至五年级学生在学校实施的典型干预措施(RTI)下阅读能力的提高,研究有限,结果不一。作为一项大型研究的一部分,我们使用学校管理的、广泛使用的计算机自适应测试(学业进步测量)的筛选数据来描述一学年的阅读进步情况。我们观察到,一年级的增长速度相对快于高年级。我们发现,相对于残疾发生率低或高或有 504 计划的学生,未被鉴定为残疾的学生的增长速度更快。我们根据行政人员对 RTI 实施情况的访谈,探讨了接受分层干预的学生的进步情况。我们注意到,管理者对使用循证 RTI 的进展监测、基于数据的决策和第二层干预等内容的阐述的评分越高,接受第二层或第三层干预的学生的进步就越大。我们讨论了未来研究的意义、局限性和方向。
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Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators’ interviews about RTI implementation. We observed that better ratings of administrators’ articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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