Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities

Abstract

The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties

“…In this sense, this work complements a recent study that has been found to significantly improve reading and learning among children who followed a RTI program that used the Binding Method [ 30 ]. Projects like this could be the basis for contributing to the implementation of RTI in Spain, which is a country where it still has limited presence [ 20 , 21 ]. It is now known that, in addition to facilitating reading in primary school children, the Binding Method significantly improves reading mechanics in children with reading difficulties.…”

“…Even though there is major support for the RTI approach [ 7 , 18 ], it continues to be poorly implemented in Spain [ 19 , 20 ]. Recently, a study performed in the Canary Islands has shown the effectiveness of RTI in early identification and remediation of reading and math difficulties [ 21 ].…”

Neurodevelopmental disorders: An innovative perspectiveviathe response to intervention model

“…For example, de León et al [ 38 ] observed the benefits of implementing the RtI model for intervention with students at risk of failing math. In addition, Jiménez et al [ 39 ] analysed the efficacy of an intervention for reading and math within the context of the RtI model. Their results showed that at-risk children in the intervention condition appeared to benefit more than at-risk children in the control condition (who did not receive intervention following the RtI model).…”

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

“…The presence of the four essential components (i.e., multi-level prevention system; universal screening; progress monitoring; data-based decision making) might not be a guarantee of success per se. One aspect to highlight in the research in Spain is that the implementation has been accompanied by the training of teachers (Jiménez et al, 2021a). According to Castillo et al (2016), teachers should be provided with professional development to achieve the following specific skills: (a) participate in decision-making based on data; (b) identify and implement practices based on empirical evidence across the different educational levels; (c) collect data to evaluate the fidelity and effectiveness of evidence-based practices; and (d) use the technology to analyze and extract data.…”