RESPONSE TO EARLY READING INTERVENTION AND IDENTIFICATION OF LEARNING DISABLITIY

项目2.对早期阅读干预的反应和学习障碍的识别 2004年IDEA的重新授权将学生对教学的反应(RTI)作为 学习障碍(ID)的识别在美国学校的实践。在项目2中，我们寻求 解决在实施RTI模型时必须填补的知识空白，特别是问题 关于(A)应对其作出反应的指示的确切性质和(B) 对这一指令的反应在词级阅读、阅读流利性、 和理解力。我们的目标是系统地研究与RTI和学生结果相关的变量 在1-2年级提供的多层次阅读干预中。我们提出了三个具体目标。具体目标1将 在两种竞争性干预措施中确定RTI结果和长期后果的差异 一年级学生模型：(A)从行为咨询中衍生出来的问题解决模式 课堂教师提供个性化的转诊前干预和(B)标准礼仪补充 课堂外提供的干预和基于阅读的干预研究。特定目标2将 确定RTI在(A)个别化干预(特殊教育的标准)和 (B)通过全面的、顺序的阅读方案进行标准化干预，两者都提供给学生 对1级干预反应不充分。具体目标3将确定以下各项的影响 学生特征、教师特征与学生干预实施特征 对这一干预的反应。为了解决这些目标，我们建议进行一项纵向研究(为期1-2年 对两个地点(休斯顿、奥斯汀)的三个一年级队列(每年176名学生，总计528名学生)进行了跟踪调查。 有阅读困难风险的一年级学生将被随机分配接受20周的任一问题解决 或标准化的协议干预。RTI不符合多个标准的学生将 在二年级参加为期30周的高强度第三级干预，比较(A) 个体化和(B)标准化强化干预。拟议的研究将加强我们的 理解与阅读和阅读相关的分类、定义和处理的实践 并使我们的学校能够实施实用、有效的RTI模式。它将显著地 告知与身份识别相关的流程和针对有身份证明的学生的教学决策 在RTI模型中标识。

Project 2. Response to Early Reading Intervention and the Identification of Learning Disabilities The 2004 reauthorization of IDEA brings the use of student response to instruction (RTI) as an element in the identification of learning disabilities (IDs) into practice in American schools. In Project 2, we seek to address gaps in knowledge that must be filled as RTI models are implemented, particularly questions pertaining to (a) the precise nature of the instruction to which response should be measured and (b) the long-term implications of response to this instruction in terms of IDs in word-level reading, reading fluency, and comprehension. Our objective is to systematically study variables related to RTI and student outcomes in multi-tiered reading intervention provided in Grades 1-2. We propose 3 specific aims. Specific Aim 1 will determine differences in outcomes and long-range consequences of RTI within 2 competing intervention models for students in Grade 1: (a) a problem-solving model derived from behavioral consultation in which classroom teachers provide individualized prereferral interventions and (b) a standard protocol supplemental intervention provided outside the classroom and based on reading intervention research. Specific Aim 2 will determine the effectiveness of RTI in (a) individualized intervention (the standard in special education) and (b) standardized intervention with a comprehensive, sequential reading program, both provided to students with inadequate response to Grade 1 intervention. Specific Aim 3 will determine the impact of various student characteristics, teacher characteristics, and intervention implementation characteristics on student response to this intervention. To address these aims, we propose a longitudinal study (with 1-2 years of follow-up) of three Grade 1 cohorts (176 students per year, 528 total) across two sites (Houston, Austin). First graders at-risk for reading difficulty will be randomly assigned to receive 20 weeks of either problemsolving or standardized protocol intervention. Students whose RTI fails to meet multiple criteria will participate in 30 weeks of highly intensive Tier III intervention in Grade 2, comparing the effectiveness of (a) individualized and (b) standardized intensive intervention. The proposed research will enhance our understanding of the practices related to classification, definition, and treatment of reading and readingrelated IDs and enable the implementation of practical, valid RTI models in our schools. It will significantly inform both processes related to identification of IDs and instructional decisions for students with IDs identified within a RTI model.