Κατεύθυνση Ειδική Αγωγή
Βιβλιοθήκη Δημοτικής Εκπαίδευσης

2017-06-15

2017

Papapavlou Polyxeni

Γεώργιος Σιδερίδης, Αναπληρωτής Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια, ΦΠΨ, ΕΚΠΑ
Γαλανάκη Ευαγγελία, Καθηγήτρια ΠΤΔΕ, ΕΚΠΑ

Αναγνωστική κατανόηση και ορθογραφία παιδιών με Μαθησιακές Δυσκολίες - Η πρακτική του μοντέλου Ανταπόκρισης στη Διδασκαλία (ΑσΔ) σε ένα σχολείο

Greek

Reading comprehension and spelling skills in children with Learning Disabilities - The use of Response to Intervention model (RtI) in a school

The present research evaluated the efficacy of the ‘Response to Intervention’ (RtI) model’s application, in 353 students of low socioeconomic status from two elementary schools in Athens. The project aimed to investigate the changes in students' reading comprehension as well as spelling skills, after the teaching of cognitive and metacognitive strategies to enhance these skills. This 3-month study focused on the RtI model’s first and second levels of intervention. Only the total sum of students from the first grade showed significant gains in spelling skills after the intervention. The RtI model constitutes an approach that aims to prevent school failure through early identification and support of students that experience or are susceptible to experience learning disabilities. Due to the high incidence of learning disabilities among children there is a great need for early detection, diagnosis and treatment.

Education

Response to intervention; students with learning disabilities (LD); reading comprehension intervention; spelling intervention; progress monitoring; learning disabilities prevention; learning disabilities identification  

No

0

Yes

106

122

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https://pergamos.lib.uoa.gr/uoa/dl/object/1668055