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A Study on the Reading Intervention Factors of the Response to Intervention Research

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(2), pp.151-174
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Yong-Wook Kim 1 WOO JEONG HAN 2 안정애 3 이성환 1

1대구대학교
2대구사이버대학교
3대구달성초등학교

Accredited

ABSTRACT

This study review and analyze research articles to investigate the reading intervention factors of RTI researches for elementary students with reading disability. For this study the total of 11 research articles were selected from the major journals of special education and were reviewed on subjects such as intervener, subjects, type, and procedure of intervention, instruments for response measurement, and research result. The major conclusions are as followings: First, most of research were implemented by general and special teachers and experts such as clinician and graduate students. And the subjects of research reviewed in this study were mostly first and second grade elementary students. Second, the types of intervention were diverse but mostly applied early literacy program. The major factors in reading intervention included phonic awareness, word recognition, fluency, and understanding. Instruments for response measurement were mainly used for fluency testing which the most non-response students showed problems. Third, intervention were implemented in a small group with 2 or 3 times in a week or 30 to 45 minutes in every day. In discussion, this study suggest further research works for implementing RTI model for at-risk elementary students with reading problems.

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