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 E. Jiménez
  2. Doris Luft Baker
  3. Cristina Rodríguez
  4. Patricia Crespo
  5. Ceferino Artiles
  6. Miguel Alfonso
  7. Desirée González
  8. Christian Peake
  9. Natalia Suárez
Journal:
Escritos de psicología

ISSN: 1138-2635 1989-3809

Year of publication: 2011

Volume: 4

Issue: 2

Pages: 56-64

Type: Article

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

More publications in: Escritos de psicología

Abstract

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.

Bibliographic References

  • Anderson, R.C.,Nagy, W.E. (1991). Handbook of Reading Research. Longman. New York.
  • Anderson, R. C.,Nagy, W. E. (1992). The vocabulary conundrum. The American Educator. 16. 14-18
  • Baker, D.L. (2009). Predictive and concurrent criterion-related validity of the indicadores dinámicos del éxito en la lectura for students learning to read in Spanish in Mexico. Dynamic Measurement Group. Eugene^eOR OR.
  • Baker, D. L.,Cummings, K. D.,Good, R. H.,Smolkowski, K. (2007). Indicadores dinámicos del éxito en la lectura (IDEL®): Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade. Dynamic Measurement Group. Eugene^eOR OR.
  • Baker, D. L.,Park, Y.,Baker, S.K. (2010). The reading performance of English learners in grades 1-3: the role of initial status and growth on reading fluency in Spanish and English. Reading and Writing. 1-31
  • Baker, D. L.,Park, Y.,Baker, S. K. (2010). Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade. Psicothema. 22. 955-962
  • Baker, S.K.,Simmons, D.,Kame'enui, E.J. (1997). What reading research tells us about children with diverse learning needs: Bases and basics. Erlbaum. Mahwah^eNJ NJ.
  • Baker, S. K.,Smolkowski, K.,Katz, R.,Fien, H.,Seeley, J. R.,Kame'enui, E. J.,Beck, C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing, high-poverty schools. School Psychology Review. 37. 18-37
  • Bravo-Valdivieso, L. (1995). A four year follow-up study of low socioeconomic status, Latin American children with reading difficulties. International Journal of Disability, Development and Education. 42. 189-202
  • Carrillo, M. (1994). Development of phonological awareness and reading acquisition: A study in Spanish language. Reading and Writing: An Interdisciplinary Journal. 6. 279-298
  • Cummings, K. D.,Baker, D. L.,Good, R. H. (2006). Indicadores dinámicos del éxito en la lectura. 7. Dynamic Measurement Group. Eugene^eOR OR.
  • Deno, S.L.,Mirking, P.K.,Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children. 49. 36-45
  • Domínguez de Ramírez, R.,Shapiro, E. . Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classrooms. Psychology in the Schools. 44. 795-806
  • Ehri, L. (1991). Handbook of Reading Research. Longman. Nueva York.
  • Fuchs, L. S.,Fuchs, D. (2006). Identifying learning disabilities with RTI. Perspectives. 32. 39-43
  • Fuchs, L. S.,Fuchs, D.,Hosp, M. K.,Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading. 5. 241-258
  • Fuchs, L.S.,Fuchs, D.,Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education. 9. 20-38
  • Good, R. H.,Knutson, N.,Watson, J. M. (2006). Indicadores dinámicos del éxito en la Lectura. 7. Dynamic Measurement Group. Eugene^eOR OR.
  • Good, R. H.,Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills. 6. Institute for the Development of Educational Achievement. Eugene^eOR OR.
  • Hamilton, C.,Shinn, M.R. (2003). Characteristics of word callers: An investigation of the accuracy of teachers' judgments of reading comprehension and oral reading skills. School Psychology Review. 32. 228-240
  • Hasbrouck, J. (1998). Reading fluency: Principles for instruction and progress monitoring. Professional Development Guide. Texas Center for Reading and Language Arts, University of Texas. Austin^eTX TX.
  • Haskell, D. W.,Foorman, B. R.,Swank, P. R. (1992). Effects of three orthographic/phonological units on first-grade reading. Remedial and Special Education. 13. 40-49
  • Ho, C.S.H.,Chan, D.W.O.,Tsang, S.M.,Lee, S.H. (2002). The Hong Kong test of specific learning difficulties in reading and writing (HKT-SpLD). Hong Kong Specific Learning Difficulties Research Team. Hong Kong.
  • (2004). Individuals with Disabilities Education Improvement Act, 20 U.S.C. 1400 et seq.
  • Jiménez, J.E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal. 9. 23-40
  • Jiménez, J.E. (2010). Response to Intervention (RtI) Model: A promising alternative for identifying students with learning disabilities?. Psicothema. 22. 932-934
  • Jiménez, J.E.,Artiles, C. (2011). Adaptación al español del Test The Hong Kong Specific Learning Difficulties Behavior Checklist: Guía para la detección temprana de discapacidades, trastornos y dificultades de aprendizaje. Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias.
  • Jiménez, J.E.,García, E.,Ortiz, M.R.,Hernández-Valle, I.,Guzmán, R.,Rodrigo, M.,Estévez, A.,Díaz, A.,Hernández, S. (2005). Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?. Applied Psycholinguistics. 26. 267-283
  • 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
  • Juel, C. (1991). Handbook of reading research. Longman. New York.
  • Kuhn, M. R.,Stahl, S.A. (2000). Fluency: A review of developmental and remedial practices. Center for the Improvement of Early Reading Achievement. Ann Arbor^eMI MI.
  • Liberman, I. Y.,Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia. 40. 51-76
  • Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia. 45. 3-27
  • Nagy, W.,Anderson, R. C. (1984). How many words are there in printed school English?. Reading Research Quarterly. 19. 304-330
  • Marston, D. (1989). Curriculum-based measurement: Assessing special children. Guilford Press. Nueva York.
  • (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development. Bethesda^eMD MD.
  • (1998). Preventing reading difficulties in young children. National Academy Press. Washington^eDC DC.
  • Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. Guilford. Nueva York^eNY NY.
  • Smith, S. B.,Simmons, D. C.,Kame'enui, E. J. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Lawrence Erlbaum Associates. Mahwah^eNJ NJ.
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf. Nueva York.
  • Speece, D.L.,Case, L.P.,Molloy, D.E. (2003). The validity of a response-to-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review. 32. 557-582
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly. 21. 360-406
  • (2004). Ley IDEA.
  • Vaughn, S.,Fuchs, D. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice. 18. 137-146
  • Wallace, T.,Espin, C.A.,McMaster, K.,Deno, S.L.,Foegen, A. (2007). CMB progress monitoring within a standards-based system. The Journal of Special Education. 41. 66-67
  • Wanzek, J.,Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review. 36. 541-561
  • Watson, J. (2004). Examining the reliability and validity of the Indicadores Dinámicos del Éxito en la Lectura (IDEL®): A research study.