WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES

被引：94

作者：

Vaughn, Sharon ^{[1
]}

Denton, Carolyn A. ^{[2
]}

Fletcher, Jack M. ^{[3
]}

机构：

[1] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA

[2] Univ Texas Hlth Sci Ctr Houston, Houston, TX USA

[3] Univ Houston, Houston, TX 77004 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2010年 / 47卷 / 05期

关键词：

REMEDIATED POOR READERS; TO-REMEDIATE; INSTRUCTION; DISABILITIES; CHILDREN; SKILLS;

D O I：

10.1002/pits.20481

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities. (C) 2010 Wiley Periodicals, Inc.

引用

页码：432 / 444

页数：13

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