Using Responsiveness to Intervention to Identify Seventh-Graders with Reading Disabilities
碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purpose of this study is to use response-to-intervention (RTI) as a substitute for IQ-achievement discrepancy to identify students with learning disabilities and to expect that RTI will guide practitioners to intervene earlier with at-risk students. The aut...
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2010
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| Online Access: | http://ndltd.ncl.edu.tw/handle/43760767798827181054 |
| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purpose of this study is to use response-to-intervention (RTI) as a substitute for IQ-achievement discrepancy to identify students with learning disabilities and to expect that RTI will guide practitioners to intervene earlier with at-risk students. The author has implemented RTI to three at-risk students in 7th grade for 20 weeks. Whether or not they will be identified with reading disabilities is based on their performances in 3 tiers of RTI. The conclusion shows that students identified with LD by RTI also fit in IQ-achievement discrepancy criterion. Moreover, the implementation of RTI can improve their reading abilities. As a result, RTI can be used as an alternative identification method.
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