The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

中文翻译：

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在加那利群岛试行干预响应模型：预防阅读和数学学习障碍

本研究的主要目的是检验小学教师在干预响应 (RtI) 模型的背景下实施的干预措施的有效性。为此，在接受培训以忠实地实施 RtI 组件后，由讲西班牙语的 K-3 年级的教师实施了第 2 级或二级干预。共有 1,923 名有风险的学生被分配接受治疗（在阅读、n= 542; 在数学上，n= 483）或控制（在阅读中，n= 406; 在数学上，n= 492)。为教师提供了一个支持系统，其中包括两个基于网络的阅读培训计划（即，莱特拉程序）和数学（即，灵长类动物程序）。使用直接观察和自我报告分析了实施保真度。在学年期间，所有学生都接受了 3 次评估。进行了分层线性增长模型，并分析了接受干预和未接受干预的高危学生在阅读和数学成绩的增长率方面的差异。干预条件下的高危儿童似乎比控制条件下的高危儿童受益更多。此外，研究结果表明，干预越早，离开阅读和数学学习困难风险的学生比例就越大。