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Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
Annals of Dyslexia ( IF 2.275 ) Pub Date : 2021-03-13 , DOI: 10.1007/s11881-021-00221-5
Juan E Jiménez 1 , Nuria Gutiérrez 2 , Sara C de León 1
Affiliation  

This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity.



中文翻译:

分析RTI Tier 2阅读干预的忠诚度在西班牙幼儿园和一年级学生中的作用

这项研究通过西班牙幼儿园和一年级教师实施的方法2检验了忠诚度在阅读结果中的作用。为此,分析了接受高保真度二级干预的高危学生,接受相同保真度中等干预的高危学生以及未接受高保真度干预的高风险对照组之间的阅读表现增长差异。第2层干预。使用直接观察和自我报告来分析实施保真度。在学年中,对所有学生进行了三次评估。进行了分层线性建模分析,以探索增长率的差异。与处于对照状态的处于危险状态的儿童相比,处于干预状态的处于危险状态的儿童显示出更高的生长,

更新日期:2021-03-15
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