Responsiveness-to-Intervention
Responsiveness-to-Intervention
复制标题
对干预的反应
DOI：
--
复制
发表时间：
2012
影响因子：
3
通讯作者：
S. Vaughn
中科院分区：
文献类型：
--
作者：
L. Fuchs;S. Vaughn
在这篇特刊《十年之后》的介绍中，我们概述了RTI的成就以及围绕RTI的持续存在的问题。我们将讨论分为三类：评估、指导和政策。在每一节中，我们还强调了本特刊中的文章如何扩展关键问题。最初是为低年级（幼儿园到三年级）开发的，主要是在阅读领域，许多-尽管不是全部-这些问题都涉及RTI的扩展，以解决更广泛的学术内容领域和全年级水平。
In this introduction to this special issue, “A Decade Later,” we provide an overview of the accomplishments as well as the persistent questions surrounding RTI. We organize this discussion within 3 categories: assessment, instruction, and policy. Within each of these sections, we also highlight how the articles in the present special issue expand upon the key issues. Developed initially for the early grades (kindergarten through third grade) and primarily in the area of reading, many-although not all-of these issues speak to the expansion of RTI to address a broader set of academic content areas and the full range of grade levels.
影响因子：
4.9
作者：
Compton, Donald L.;Fuchs, Douglas;Fuchs, Lynn S.;Bouton, Bobette;Gilbert, Jennifer K.;Barquero, Laura A.;Cho, Eunsoo;Crouch, Robert C.
通讯作者：
Crouch, Robert C.