Evaluación del progreso de aprendizaje en lectura dentro de un Modelo de Respuesta a la Intervención (RtI) en la Comunidad Autónoma de Canarias

  1. Juan Eugenio Jiménez González
  2. Doris Luft Baker
  3. Cristina Rodríguez Rodríguez
  4. Patricia Crespo Alberto
  5. Ceferino Artiles Hernández
  6. Miguel Afonso Cabrera
  7. Desirée González Martín
  8. Christian Peake
  9. Natalia Maria Suárez Rubio
Escritos de psicología

ISSN: 1138-2635

Year of publication: 2011

Volume: 4

Issue: 2

Pages: 56-64

Type: Article

DOI: 10.24310/ESPSIESCPSI.V4I2.13319 DIALNET GOOGLE SCHOLAR lock_openOpen access editor


The main aim of this study is to provide an overview of monitoring progress within a Response to Intervention model (Tier-2, small group intervention) used in the Canary Islands. This programme is conducted within the framework of a scientific cooperation agreement between the University of La Laguna research team "Dificultades de aprendizaje, psicolingüística y nuevas tecnologías" ("Problems in learning, psycholinguistics, and the new technologies"), the University of Oregon's Center on Teaching and Learning, and the Consejería de Educación, Universidades y Sostenibilidad of the Canary Islands Government. The Indicadores Dinámicos del Éxito Lector is used for monitoring progress. The Indicadores Dinámicos del Éxito Lector is the Spanish version of Dynamic Indicators of Basic Early Literacy Skills. Its main purpose is to evaluate reading progress in students identified as "at risk" of developing reading difficulties using an Response to Intervention model.

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