Logopedija, Vol. 13 No. 2, 2023.
Pregledni rad
https://doi.org/10.31299/log.13.2.2
Response to Intervention in Reading and Writing Difficulties
Maja Kelić
orcid.org/0000-0002-7253-1295
; Sveučilište u Rijeci, Studij Logopedija, Sveučilišni logopedski centar, Radmile Matejčić 2, Rijeka
Sažetak
Response to Intervention is a principle of intervention delivery for children with reading difficulties.
It does not stand for any particular method, therapy or teaching model, rather it should be understood
as a process aimed to direct available resources towards the most efficient intervention. One of the key
features of response to intervention is a systematic and constant evaluation of student difficulties and
progress, but also of the chosen approach of intervention. Diagnostic and statistical manual for mental
disorders (DSM-V) suggests resistance to remediation to be one of the diagnostic criteria for specific
learning disorder – consistent difficulties in use of academic skills for at least 6 months, despite focused
interventions. Therefore, there is also a need to provide intervention before the disorder is diagnosed. Consequently, early intervention can also diminish the need for diagnosis in the first place. The goal of the response to intervention is to create a learning environment that is efficient, permanent, and appropriate for all children and families. Response to intervention entails several levels of support. Moving through levels ensures more explicit, more frequent, and longer support. Groups are more homogeneous and getting smaller, while the level of expertise of those who are delivering support is growing. This paper presents a model of providing intervention for reading and writing difficulties, tailored according to the Response to Intervention, instigated by the shift in understanding and defining the disorder itself. Models, frameworks, advantages, and challenges are presented in relation to the service delivery for children with reading difficulties/disorder in Croatia.
Ključne riječi
Response to Intervention; reading development; specific learning disorder; reading disorder; therapy
Hrčak ID:
311979
URI
Datum izdavanja:
21.12.2023.
Posjeta: 496 *