El Modelo de Respuesta a la Intervención en la Comunidad Autónoma de Canariasnivel 2 de intervención
- Crespo Alberto, Patricia
- Jiménez González, Juan Eugenio
- Rodríguez Rodríguez, Cristina
- González Martín, Desirée
ISSN: 1699-9517
Año de publicación: 2013
Volumen: 8
Número: 2
Páginas: 187-203
Tipo: Artículo
Otras publicaciones en: Revista de Psicología y Educación
Referencias bibliográficas
- August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, N.J.: Lawrence Erlbaum.
- Baker, D. L., Cummings, K. D., Good, R. H., & Smolkowski, K. (2007). Indicadores Dinámicos del Éxito in la Lectura (IDEL): Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Technical Report No.1). Eugene, OR: Dynamic Measurement Group. Recuperado de http://dibels.uoregon.edu/
- Baker, S., Fien, H., & Baker, D. (2010). Robust Reading instruc- tion in the Early Grades: Conceptual and Practical Issues in the integration and Evaluation of Tuer 1 and Tier 2 Instructional Supports. Focus on exceptional children, 42(9), 2-20.
- Baker, D. L., Good, R., Knutson, N., & Watson, J. M. (2006). Indicadores Dinámicos del Exito en la Lectura (7a ed.). Eugene, OR: Dynamic Measurement Group.
- Carnine, D. W., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct reading instruction. New Jersey: Merrill Prentice Hall.
- Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98(2), 394-409.
- Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional children, 52(3), 219-32.
- Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington Publishers.
- Fletcher, J. M., & Foorman, B. R. (1994). Issues in definition and measurement of l e a r ning disabilities: The need for early intervention. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: new views of measuremente issues (pp. 185-200). Baltimore,MD: Brookes Publishing Company.
- Foorman, B. R., Francis, D. J., Fletcher, J. M., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match designs. Journal of Educational Psychology, 88(4), 639.
- Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3.
- Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186.
- Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Defi- nitions, evidence, and implicationsfor the learning disabilities construct. Learning DisabilitiesResearch and Practice, 18(3), 157-171.
- Fuchs, L.S., & Fuchs, D. (2007). A Model for Implementing Responsiveness to Intervention. Teaching Exceptional Children, 39(5), 14-20.
- Fuchs, L. S., & Fuchs, D. (2009). On importance of a unified model of responsiveness to intervention. Journal compilation. Society for research in Chil Development, 3(1), 41-43.
- Fuchs, L. S., Fuchs, D., & Hollenbeck, K. N. (2007). Extending responsiveness to intervention to mathematics at first and third grades. Learning Disabilities Research & Practice, 22(1), 13-24.
- Good III, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decis ion-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257-288.
- Grigorenko, E. (2008). Educating individuals with Disabilities. New York: Springer.
- Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-Based Reading Practices for Response to Intervention. Baltimore, MD: Brookes Publishing Company.
- Hill, D. R., King, S. A., Lemons, C. J., & Partanen, J. N. (2012). Fidelity of Implementation and Instructional Alignment in Response to Intervention Research. Learning Disabilities Research & Practice, 27(3), 116-124.
- Heller, K. A., Holtzman, W. H., & Messickk, S. (Eds). (1982). Placing children in special education: a strategy for equity. Washington, DC: National Academy Press.
- Ho, C. S. H., Chan, D. W. O., Tsang, S. M., & Lee, S. H. (2000). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing. Hong Kong: Specific Learning Difficulties Research Team.
- Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
- Jiménez, J. E. (2010). Response to In- tervention (RtI) Model: A prom- ising alternative for identifying students with learning disabilities? Introduction to a Special Issue of Psicothema. Psicothema, 22, 932-934.
- Jiménez, J. E., Artiles, C., Rodríguez., C, Naranjo, F., González, D., Crespo, P., Hernández, A. y Afonso, M. (2009). Dificultades específicas de aprendizaje: mirando hacia el futuro. Revista Electrónica de Dificultades de Aprendizaje, 1(1), 1-10.
- Jiménez, J. E., Luft Baker, D., Rodríguez, C., Crespo, P., Artiles, C., Alfonso, M. y Suárez, N. (2011). Evaluación del progreso de aprendizaje en lectura dentro de un Modelo de Respuesta a la Intervención (RtI) en la Comunidad Autónoma de Canarias. Escritos de Psicología, 4(2), 56-64.
- Jiménez, J. E., & Hernández, I. (1996). A Spanish perspective on learning disabilities. Journal of Learning Disabilities, 32, 267-275.
- Jiménez, J. E., & O’Shanahan, I. (2008). Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa. Revista Iberoamericana de Educación, 45(5), 5.
- Jiménez, J. E. Rodríguez, C., Crespo, P., González, D., Artiles, C., & Afonso, M. (2010). Implementation of Response to Intervention (RtI) Model in Spain: An example of a collaboration between Canarian universities and the department of education of the Canary Islands. Psicothema, 22, 935-942.
- Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008). Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten two-year results for secondary-and tertiary-level interventions. Journal of Learning Disabilities, 41(2), 101-114.
- Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221-238.
- Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities, 39(5), 390-398.
- McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and p r e v e n t i n g children’s reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
- Mathes, P., Denton, C., Fletcher, J., Anthony, J., Francis, D., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148–182.
- Mathes, P. G., Linan-Thompson, S., Pollard-Duradola, S. D., Hagan, E. C., & Vaughn, S. (2001). Lectura proactive para principiantes: Intensive small group instruction for Spanish speaking readers. Austin: Vaughn Gross Center for Reading and Language Arts, University of Texas.
- National Reading Panel. (2000). Teaching children to read: Anevidence-based assessment of the scientific research literature on reading and its implications for reading instruction (pp. 36). Washington, DC: National Institute of Child Health and Human Development.
- Parrish, T. B. (1995). What is fair? Special education and finance equity. School Business Affairs, 61(8), 22-29.
- Scanlon, D. M., & Vellutino, F. R. (1996). Prerequisite skills, early instruction, and success in first grade reading: Selected results from a longitudinal study. Men- tal Retardation and Developmental Disabilities Research Reviews, 2(1), 54-63.
- Siegel, L. S. (1984). A Longitudinal study of a hiperlexic child: Hiperlexia as a language disorder. Neuropsychologia, 22, 577-585
- Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24.
- Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15(1), 55- 64.
- VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi- year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45(2), 225-256.
- Vaughn, S., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom. Boston : Pearson Allyn & Bacon.
- Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D., ... Francis, D. J. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39(1), 56- 73.
- Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: To promise and potential problems. Learning Disability Research and Practice, 18, 137- 146.
- Vaughn, S., Wanzek, J., Woodruff, A. L., & Linan-Thompson, S. (2007). Prevention and early identification of students with reading disabilities. En D. Haager, J. K. Klinger & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention (pp.11–27). Baltimore: Brookes.
- Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Res- ponse to intervention as a vehicle for distinguishing between children with and without reading disabilities evidence for the role of kindergarten and firstgrade interventions. Journal of Learning Disabilities, 39(2), 157-169.
- Wanzek, H.M. y Vaughn, S. (2007). Reasearch-based implications from extensive early interventions. School Psychology Review, 36, 259-269.