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Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School
Linköping University.
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).ORCID-id: 0000-0003-2608-6204
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). (CSF)ORCID-id: 0000-0001-7261-590X
2014 (engelsk)Inngår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 61, nr 1, s. 27-43Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In recent years, response to intervention (RTI) has been the focus of research, debate and educational implementations, especially regarding early reading instruction. RTI provides an educational framework characterised by different tiers or layers of instruction, providing increasingly more intense and individualised interventions for children in primary school. The purpose is to provide high-quality instruction to meet the needs of all learners by means of a systematic and dynamic approach. RTI can also serve as a source of information for disability determination. Dynamic assessment (DA) is a concept closely related to RTI, although DA focuses on individual learners regardless of the educational system and has a much shorter time frame than RTI. The present article provides a description and comparison of RTI and DA and an analysis of the merits and limitations of these concepts, based on the debates between researchers. It also discusses how DA could be used within a broader RTI system. Finally, we discuss the roles of cognitive or neuropsychological assessments in relation to RTI.

sted, utgiver, år, opplag, sider
2014. Vol. 61, nr 1, s. 27-43
Emneord [en]
diagnosis, intervention, dyslexia, primary school, response to intervention, dynamic assessment, reading disability, reading instruction
HSV kategori
Forskningsprogram
Pedagogik, Specialpedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-34122DOI: 10.1080/1034912X.2014.878538ISI: 000334035300004Scopus ID: 2-s2.0-84896305855OAI: oai:DiVA.org:lnu-34122DiVA, id: diva2:716330
Tilgjengelig fra: 2014-05-09 Laget: 2014-05-08 Sist oppdatert: 2017-12-28bibliografisk kontrollert

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