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

  1. Juan Eugenio Jiménez González
  2. Cristina Rodríguez Rodríguez
  3. Patricia Crespo Alberto
  4. Desirée González Martín
  5. Ceferino Artiles Hernández
  6. Miguel Afonso Cabrera
Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2010

Volume: 22

Issue: 4

Pages: 935-942

Type: Article

Export: RIS

Metrics

Cited by

  • Dialnet Métricas Cited by: 10 (11-11-2021)

JCR (Journal Impact Factor)

  • Year 2010
  • Journal Impact Factor: 0.939
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 70/120 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2010
  • SJR Journal Impact: 0.439
  • Best Quartile: Q2
  • Area: Psychology (miscellaneous) Quartile: Q2 Rank in area: 96/230

CIRC

  • Social Sciences: A

Abstract

Implementación del Modelo de Respuesta a la Intervención (RtI) en España: un ejemplo de colaboración entre las Universidades Canarias y la Consejería de Educación del Gobierno de Canarias. El objetivo de este estudio consistió en examinar la efi cacia del segundo nivel de actuación del modelo de respuesta a la intervención. El estudio se llevó a cabo en las Islas Canarias (España), dirigido por el equipo de investigación «Difi cultades de Aprendizaje, Psicolingüística y Nuevas Tecnologías» (DEA&NT) de la Universidad de La Laguna, y apoyado por la Dirección General de Ordenación e Innovación Educativa de la Consejería de Educación del Gobierno de Canarias. Se administró inicialmente a una muestra de 1.123 niños españoles procedentes de un total de catorce colegios, la adaptación española del The Hong Kong Specifi c Learning Diffi culties Behavior Checklist. Los niños que puntuaban igual o superior al percentil 75 en esta prueba de selección eran considerados niños en riesgo de padecer difi cultades específi cas de aprendizaje. La mitad de los niños se asignó al azar a una condición experimental donde recibieron una intervención en pequeño grupo con una duración diaria de 30 minutos a través del programa Prevención de las Difi cultades Específi cas de Aprendizaje (PREDEA). Esta intervención se inició a mediados del mes de diciembre y fi nalizó a mediados del mes de junio. La otra mitad recibía los servicios habituales de apoyo que tiene disponible la escuela. Los resultados mostraron que los niños que recibieron el programa curricular PREDEA alcanzaron puntuaciones superiores al grupo control en habilidades que mide el Early Grade Reading Assessment Test (EGRA), tales como la identifi cación del primer segmento fonológico en palabras, comprensión oral, conocimiento del sonido de las letras y fl uidez en lectura oral de palabras en textos cortos.

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