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@article{ART001232116},
author={김용욱 and Jeonghan Woo and 이성환 and 안정애},
title={A study on major components of response-to-intervention in mathematics},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2008},
volume={9},
number={1},
pages={279-302}

TY - JOUR
AU - 김용욱
AU - Jeonghan Woo
AU - 이성환
AU - 안정애
TI - A study on major components of response-to-intervention in mathematics
JO - Journal of Special Education: Theory and Practice
PY - 2008
VL - 9
IS - 1
PB - Research Institute of the Korea Special Education
SP - 279
EP - 302
SN - 1598-060X
AB - In this study, 6 experimental studies, which applied the response-to-intervention (RTI) to the at-risk children on mathematics, were analyzed to draw a solution on the main problematic issues before introduction and application in Korea. 6 studies which have been reported from 1982 to 2007, were reviewed on issues such as: 1) appropriate time and target population for effective applying RTI; 2) numbers and types of tier 3) measurement ways to nonresponse 4) effectiveness on identifying of learning difficulties. The major conclusions are summarized as follows: First, the response-to-intervention model was mainly applied to the 1st and 2nd grade students with class-wide or school-wide. Second, 2 or 3 tiers were mainly adopted and the 1st tier were used for selecting at-risk children, then the 2nd and 3rd tier were each used for increasing intensive teaching. Third, the CBM was mainly used as a measurement tool, and low-ranking 16% criteria was applied in selecting at-risk children, but criteria in nonresponse were various. Forth, it is suggested that response-to-intervention model could be a strict standard which might decrease a prevalence in identifying learning disabilities.Based on these results, there are, though, some implications in measurement and procedural issues in applying response-to-intervention to mathematics field for students with learning difficulties, however, it seems to be still needed theoretical and experimental verifications to find out perfect agreement on these issues.
KW - response-to-intervention;RTI;Learning Disabilities.
DO -
UR -
ER -

김용욱, Jeonghan Woo, 이성환 and 안정애. (2008). A study on major components of response-to-intervention in mathematics. Journal of Special Education: Theory and Practice, 9(1), 279-302.

김용욱, Jeonghan Woo, 이성환 and 안정애. 2008, "A study on major components of response-to-intervention in mathematics", Journal of Special Education: Theory and Practice, vol.9, no.1 pp.279-302.

김용욱, Jeonghan Woo, 이성환, 안정애 "A study on major components of response-to-intervention in mathematics" Journal of Special Education: Theory and Practice 9.1 pp.279-302 (2008) : 279.

김용욱, Jeonghan Woo, 이성환, 안정애. A study on major components of response-to-intervention in mathematics. 2008; 9(1), 279-302.

김용욱, Jeonghan Woo, 이성환 and 안정애. "A study on major components of response-to-intervention in mathematics" Journal of Special Education: Theory and Practice 9, no.1 (2008) : 279-302.

김용욱; Jeonghan Woo; 이성환; 안정애. A study on major components of response-to-intervention in mathematics. Journal of Special Education: Theory and Practice, 9(1), 279-302.

김용욱; Jeonghan Woo; 이성환; 안정애. A study on major components of response-to-intervention in mathematics. Journal of Special Education: Theory and Practice. 2008; 9(1) 279-302.

김용욱, Jeonghan Woo, 이성환, 안정애. A study on major components of response-to-intervention in mathematics. 2008; 9(1), 279-302.

김용욱, Jeonghan Woo, 이성환 and 안정애. "A study on major components of response-to-intervention in mathematics" Journal of Special Education: Theory and Practice 9, no.1 (2008) : 279-302.