Exploring students at risk for reading comprehension difficulties in South Korea: the RTI approach applying latent class growth analysis

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• 作者：Dongil Kim (1)
  Woori Kim (2)
  Hyejung Koh (1)
  Jaeho Lee (1)
  Jaehyun Shin (3)
  Heeju Kim (4)
  
• 关键词：Responsiveness to intervention ; Reading comprehension ; Curriculum ; based measurement ; Latent class growth analysis ; Learning disabilities
• 刊名：Asia Pacific Education Review
• 出版年：2014
• 出版时间：December 2014
• 年：2014
• 卷：15
• 期：4
• 页码：633-643
• 全文大小：583 KB
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  21. Korean Ministry of Educatio
• 作者单位：Dongil Kim (1)
  Woori Kim (2)
  Hyejung Koh (1)
  Jaeho Lee (1)
  Jaehyun Shin (3)
  Heeju Kim (4)
  
  1. Department of Education, Seoul National University, Seoul, Republic of Korea
  2. Department of Special Education, Chonnam National University, Gwangju, Republic of Korea
  3. Department of Educational Psychology, University of Minnesota, Twin Cities, Minneapolis, MN, USA
  4. Miral School, Seoul, Republic of Korea
  
• ISSN：1876-407X

文摘

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1- in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was measured using a curriculum-based measurement, the BASA-Maze, at monthly intervals. Latent class growth analysis was employed to analyze the data. Results identified four empirically distinct classes for the first grade and five such classes for the second and third grades. Additionally, students were classified into groups of those who need (i.e., at-risk students) and those who do not need Tier 2 instructions for reading comprehension in each grade. The importance of RTI and the critical role of progress monitoring for early identification of comprehension difficulties were discussed, and suggestions for future research were provided.