Construction of a system to generalize a Multi layer Instruction Model (MIM) aiming to provide scientific-based instruction for students with learning difficulties in general education classes

多层指令模型（MIM; Kaizu等人，2008年）是基于RTI模型开发的，并适应日本的教育体系。MIM是一种教学模式，旨在全面提高普通教育以及个别学生的阅读技能。此外，它还涉及确定认真和预防性的评估，并将其与有效的教学联系起来。为了实现这些目标，以前创建了一个教学包，其中包括评估和教学材料。目前研究的目标是将MIM从学校一级扩展到地区一级。这一目标是实现了作为当地雇用MIM在教学所有一年级学生（合资=1,097）。结果显示：（a）接受MIM教学的学生在综合阅读技能方面的表现更好;（B）这些学生对阅读的态度也更积极;（c）采用MIM教学的教师认识到评估和教学之间的关系。本研究的第二个目标是调查MIM-PM的有效性，MIM-PM是一种筛查和进度监测工具，侧重于基本的阅读技能。先前的研究涉及一年级和二年级学生的MIM-PM标准化。本研究也为使用MIM-PM作为一个有效的措施，反映阅读的发展变化提供了强有力的证据。他们还建议，它可以作为一个初步的筛选工具，在广泛的年级在小学。

The Multilayer Instruction Model (MIM; Kaizu et al., 2008) was developed based on the RTI model and adapted to the Japanese education system. The MIM is an instructional model that aims at overall enhancement of general education as well as individual students with respect to reading skills. Furthermore, it involves identification of careful and preventive assessments and relating them to effective instruction. In order to achieve these goals, a teaching package was previously created that included both assessment and teaching materials. The goal of the current study was to expand the MIM from a school level to a district level. This goal was accomplished as the local district employed the MIM in teaching all of its 1st grade students (JV=1,097). The results of district-wide implementation indicated the following: (a) the students who received MIM instruction performed higher on measures of comprehensive reading skills, (b) these students also reported a more positive attitude towards reading, and (c) teachers who adopted the MIM recognized the relationship between assessments and instruction. The second goal of this study was to investigate the effectiveness of the MIM-PM, which is a screening and progress-monitoring tool and focuses on basic reading skills. The previous study involved standardization of the MIM-PM on 1st and 2nd grade students. The current study also provided strong evidence for using the MIM-PM as a valid measure that reflects developmental changes in reading. They also suggested that it could be utilized as an initial screening tool in a wide range of grades in elementary schools.