ABSTRACT

The purpose of this article is to describe what needs to happen in Australian schools to provide effective literacy support for adolescent students with reading difficulties. The central thesis of this paper is that the Response to Intervention (RtI) model provides a useful framework for organizing multi-tiered evidence-based reading interventions for struggling adolescent readers. Necessary adaptations of the model for the secondary context are discussed and the benefits and pitfalls of flexible and fixed groupings are outlined. Australian schools cannot afford to adopt a “business-as-usual” approach. Reasonable adjustments within classrooms are not enough to equip students with the literacy they need. Rather, schools should look to how they can use the RtI model to provide varying levels of evidence-based reading intervention, drawing on the expertise of speech pathologists.

摘要

本文的目的是描述在澳大利亚的学校中发生什么，以便为阅读困难的青少年学生提供有效的识字支持。本文的中心论点是，干预干预（RtI）模型为组织多层次的循证阅读干预措施提供了有用的框架，以帮助处于困境的青少年读者。讨论了针对辅助上下文的模型的必要调整，并概述了灵活和固定分组的好处和陷阱。澳大利亚的学校负担不起采取“一切照旧”的方式。在教室内进行合理的调整不足以使学生具备所需的读写能力。相反，学校应该研究如何使用RtI模型提供不同级别的循证阅读干预，