Response to instruction as a means of identifying students with reading/learning disabilities
Response to instruction as a means of identifying students with reading/learning disabilities
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DOI：
10.1177/001440290306900401
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发表时间：
2003-06-01
影响因子：
2.8
通讯作者：
Hickman, P
中科院分区：
文献类型：
--
作者：
Vaughn, S;Thompson, SL;Hickman, P
为了检查对治疗模型的反应，作为识别有阅读/学习障碍的学生的一种手段，45 名有阅读问题风险的二年级学生每天接受补充阅读指导，并在 10 周后进行评估，以确定他们是否符合先前的退出标准。符合标准的学生不再接受补充 pp tal 指导。那些没有参加的人则被重新分组并继续补充指导，或者再进行 10 周。经过20周的补充指导后，仍未达到标准的学生将获得另外10周的补充指导。从未达到标准的学生被归类为无法退出。预测分数流畅性、文章理解力和快速命名是不符合退出标准的学生的重要预测因素。
To examine a response to treatment model as a means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental reading instruction and assessed after 10 weeks to determine if they met a prior criteria for exit. Students who met criteria no longer received supplement pp tal instruction. Those who did not were, regrouped and supplemental instruction was continued Or, another 10 weeks. After 20 weeks of supplemental instruction, students who still had not met criteria were provided another 10 weeks of supplemental instruction. Students who never met criteria were classified as no exit. Pretest scores fluency, passage comprehension ion, and rapid naming were the significant predictors of students who did not meet exit criteria.