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mardi 13 mars 2012

L'enseignement explicite comme stratégie principale dans un modèle de réponse à l'intervention (RTI)

INTENSIVE INTERVENTIONS FOR STUDENTS STRUGGLING IN READING AND MATHEMATICS (2012)

Image for Intensive Interventions for Students Struggling in Reading and Mathematics.

Sharon Vaughn
The University of Texas at Austin
Jeanne Wanzek
Florida State University
Christy S. Murray
Greg Roberts
The University of Texas at Austin


This publication provides research-based guidance for intensifying instruction
in reading and mathematics for students with significant learning difficulties,
including students with disabilities, in kindergarten through grade 12. The
guide gives technical assistance providers and states information reflecting
“best practices” for implementing intensive interventions to improve education
practices for struggling students, including those who receive special education.
It can also be used as a resource for instructional specialists and special
education teachers who are searching for broad guidelines on the design and
delivery of intensive interventions.
With those goals in mind, we present a brief review of the research on
intensifying instruction for struggling students. Specifically, we discuss:

• integrating strategies that support cognitive processes (e.g., self-regulation
and memory) with academic instruction and aligning this instruction with
learner needs,

differentiating instructional delivery by making it more explicit and
systematic and by increasing opportunities for feedback,

• increasing instructional time, and

• reducing group size.

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