Response to intervention and spelling acquisition in children from low-income backgrounds
DOI:
https://doi.org/10.22235/pe.v10i2.1426Keywords:
learning, teaching, spelling, poverty, difficultiesAbstract
The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits.
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References
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Schatschneider, C. L., Wagner, R. K., y Crawford, E. (2008). The importance of measuring growth in response to intervention models: Testing a core assumption. Learning and Individual Differences, 18, 308 315. doi: 10.1016/j.lindif.2008.04.005
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Snowling, M. (2008). Specific disorders and broader phenotypes: The case of dyslexia. The Quarterly Journal of Experimental Psychology, 61(1), 142 156. doi: 10.1080/17470210701508830
Tolar, T., Barth, A., Fletcher, J., Francis, D., y Vaughn, S. (2014). Predicting reading outcomes with progress monitoring slopes among middle grade students. Learning and Individual Differences, 30, 46 57. doi: 10.1016/j.lindif.2013.11.001
Torgesen, J. K. (2009). The response to intervention instructional model: Some outcomes from a large scale implementation in Reading First schools. Child Development Perspectives, 3, 38 40.
Toste, J., Compton, D., Fuchs, D., Fuchs, L., Gilbert, J., Cho, C.,… Bouton, B. (2014). Understanding unresponsiveness to tier 2 reading intervention: exploring the classification and profiles of adequate and inadequate responders in first grade. Learning Disability Quarterly, 37, 192–203. doi: 10.1177/0731948713518336
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VanDerHeyden, A. M., Witt, J. C., y 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, 225 256.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., y Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2 40. doi:10.1046/j.0021 9630.2003.00305.x
Vellutino, F. R., Scanlon, D. M, Sipay, E., Small, S., Pratt, A., Chen, R., y Denckla, M. (1996). Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601 638. doi: 10.1037/0022 0663.88.4.601
Wanzek, J., y Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41, 126 142. doi: 10.1177/0022219407313426
Wanzek, J., y Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities: Research and Practice, 24, 151 163. doi: 10.1111/j.1540 5826.2009.00289.x
Al Otaiba, S., y Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300–316. doi:10.1177/07419325020230050501
Andrés, M. L., Canet Juric, L., Richard´s, M., Introzzi, I., y Urquijo, S. (2010). Disponibilidad de recursos materiales en el hogar y adquisición de habilidades pre lectoras. Psicologia Escolar e Educacional, 14(1), 139 148.
Apabalza, M. (2014). Representaciones sociales de profesores respecto de la diversidad escolar en relación a los contextos de desempeño profesional, prácticas y formación inicial. Estudios Pedagógicos, 40(1), 7 24.
Bishop, D. (2006). Developmental cognitive genetics: How psychology can inform genetics and vice versa. The Quarterly Journal of Experimental Psychology, 59, 1153 1168. doi: 10.1080/17470210500489372
Bizama, M., Arancibia, B., y Sáez, K. (2013). Intervención psicopedagógica temprana en conciencia fonológica como proceso metalingüístico a la base de la lectura en niños de 5 a 6 años socialmente vulnerables. Estudios Pedagógicos, 39(2), 25 39.
Borzone, A. M., Rosemberg, C. R., Diuk, B., Silvestri, A., y Plana, D. (2011). Niños y maestros por el camino de la alfabetización. Buenos Aires, Argentina: Novedades Educativas.
Comisión Económica para América Latina y el Caribe. (2015). América Latina y el Caribe: una mirada al futuro desde los Objetivos de Desarrollo del Milenio. Informe regional de monitoreo de los Objetivos de Desarrollo del Milenio (ODM) en América Latina y el Caribe. Recuperado de http://repositorio.cepal.org/bitstream/handle/11362/38923/S1500709_es.pdf?sequence=5
Dickinson, D. K., y McCabe, A. (2001). Bringing it all together: The multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research y Practice, 16(4), 186 202. doi: 10.1111/0938 8982.00019
Diuk, B. (2013). Propuesta DALE! Guía para el Docente. Buenos Aires, Argentina: FPC y Etis.
Dougherty, K., Keane, A., y Simic, O. (2013). Translating policy to practice: initiating RTI in urban schools. Urban Education, 48, 350 379.
Espíndola, E., y León, A. (2002). La deserción escolar en América Latina: Un tema prioritario para la agenda regional. Revista Iberoamericana de Educación, 30, 39 62.
Feld, V. (2014). Las habilidades fonológicas, su organización neurofisiológica y su aplicación en la educación. Pensamiento Psicológico, 12(1), 71 82.
Fletcher, J. M., y Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37. doi: 10.1111/j.1750 8606.2008.00072.x.
Fuchs, L. S., y Vaughn, S. (2012). Responsiveness to intervention a decade later. Journal of Learning Disabilities, 45(3), 195–203. doi: 10.1177/0022219412442150
Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., Ortiz, M., y Wagner, R. (2014). Understanding Inadequate Response to First Grade Multi Tier Intervention: Nomothetic and Ideographic Perspectives. Learning Disability Quarterly, 37(4), 204–217. doi: 10.1177/0731948714526999
Hughes, C., y Dexter, D. (2011). Response to intervention: A research based summary. Theory into Practice, 50(1), 4 11. doi: 10.1080/00405841.2011.534909
Jiménez, J. (2010). Response to Intervention (Rtl) Model: A promising alternative for identifying students with learning disabilities?. Psicothema, 22, 932 934.
Kelly, C. (2012). Recognizing the “social” in literacy as a social practice: Building on the resources of nonmainstream students. Journal of Adolescent y Adult Literacy, 55(7), 608–618.
Lus, M. A. (1995). De la integración escolar a la Escuela integradora. Buenos Aires, Argentina: Paidós.
Ossa, C., Castro, F., Castañeda Díaz, M., y Castro Rubilar, J. (2014). Cultura y liderazgo escolar: factores claves para el desarrollo de la inclusión educativa. Actualidades Investigativas en Educación, 14, 1 23.
Reynolds, C., y Shaywitz, S. (2009). Response to Intervention: Ready or Not? Or, From Wait to Fail to Watch Them Fail. School Psychology Quarterly, 24(2), 130 145. doi:10.1037/a0016158.
Rodas de Ruiz, P. (2014). Un acercamiento inicial al modelo RTI para estudiantes de un grupo lingüístico minoritario con necesidades en lectoescritura. Interamerican Journal of Psychology, 48, 194 202.
Sautú, R. (1992). Teoría y medición del estatus ocupacional. Escalas ocupacionales objetivas y de prestigio. Buenos Aires, Argentina: Universidad de Buenos Aires.
Schatschneider, C. L., Wagner, R. K., y Crawford, E. (2008). The importance of measuring growth in response to intervention models: Testing a core assumption. Learning and Individual Differences, 18, 308 315. doi: 10.1016/j.lindif.2008.04.005
Share, D. L. (2008). Orthographic learning, phonology and the self teaching hypothesis. Advances in Child Development and Behavior, 36, 31 82. doi:10.1016/S0065 2407(08)00002 5
Snow, C. E., Burns, M. S., y Griffin, P. (1998). Preventing reading difficulties in young children: Committee on the prevention of reading difficulties in young children. Washington, DC: National Research Council.
Snowling, M. (2008). Specific disorders and broader phenotypes: The case of dyslexia. The Quarterly Journal of Experimental Psychology, 61(1), 142 156. doi: 10.1080/17470210701508830
Tolar, T., Barth, A., Fletcher, J., Francis, D., y Vaughn, S. (2014). Predicting reading outcomes with progress monitoring slopes among middle grade students. Learning and Individual Differences, 30, 46 57. doi: 10.1016/j.lindif.2013.11.001
Torgesen, J. K. (2009). The response to intervention instructional model: Some outcomes from a large scale implementation in Reading First schools. Child Development Perspectives, 3, 38 40.
Toste, J., Compton, D., Fuchs, D., Fuchs, L., Gilbert, J., Cho, C.,… Bouton, B. (2014). Understanding unresponsiveness to tier 2 reading intervention: exploring the classification and profiles of adequate and inadequate responders in first grade. Learning Disability Quarterly, 37, 192–203. doi: 10.1177/0731948713518336
Valencia, R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Taylor and Francis.
VanDerHeyden, A. M., Witt, J. C., y 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, 225 256.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., y Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2 40. doi:10.1046/j.0021 9630.2003.00305.x
Vellutino, F. R., Scanlon, D. M, Sipay, E., Small, S., Pratt, A., Chen, R., y Denckla, M. (1996). Cognitive profiles of difficult to remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601 638. doi: 10.1037/0022 0663.88.4.601
Wanzek, J., y Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41, 126 142. doi: 10.1177/0022219407313426
Wanzek, J., y Vaughn, S. (2009). Students demonstrating persistent low response to reading intervention: Three case studies. Learning Disabilities: Research and Practice, 24, 151 163. doi: 10.1111/j.1540 5826.2009.00289.x
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Published
2017-10-11
How to Cite
Diuk, B., Ferroni, M., Mena, M., & Barreyro, J. P. (2017). Response to intervention and spelling acquisition in children from low-income backgrounds. Páginas De Educación, 10(2), 96–110. https://doi.org/10.22235/pe.v10i2.1426
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