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Examination of a Multitiered RtI-Model for Identifying and Supporting Students at Risk of Reading Difficulties in Primary Schools in Sweden

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اقرأ أكثر
  • المؤلفون: Camilla Nilvius (ORCID Camilla Nilvius (ORCID 0000-0002-1653-6120); Linda Fälth (ORCID Linda Fälth (ORCID 0000-0001-7261-590X); Heidi Selenius (ORCID Heidi Selenius (ORCID 0000-0003-1502-055X); Idor Svensson (ORCID Idor Svensson (ORCID 0000-0003-2608-6204)
  • اللغة:
    English
  • المصدر:
    Scandinavian Journal of Educational Research. 2025 69(1):61-78.
  • الموضوع:
    2025
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • المصدر:
      18
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 1
      Primary Education
      Grade 2
    • الموضوع:
      Foreign Countries; At Risk Students; Reading Difficulties; Elementary School Students; Disability Identification; Response to Intervention; Grade 1; Grade 2; Reading Instruction; Reading Comprehension; Decoding (Reading); Evidence Based Practice; Program Effectiveness
    • الموضوع:
      Sweden
    • الرقم المعرف:
      10.1080/00313831.2023.2263469
    • ISSN:
      0031-3831
      1470-1170
    • نبذة مختصرة :
      Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model's original ideas.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2025
    • الرقم المعرف:
      EJ1458438