Response to Intervention - en specialdidaktisk modell för att förebygga lässvårigheter : Från samlat forskningsläge till tillämpning i svensk skolkontext

Sammanfattning: The Response to Intervention model originated in the United States. Themodel aims to prevent learning difficulties through early identification andthus early intervention. The goal is that no student should fall behind “Nochild left behind”. The purpose of the thesis is to investigate how RtI canfunction as a special didactic model in primary school. It seeks tosystematically organize early identification and early interventionregarding students' reading development and thereby counteract readingdifficulties. The thesis first study is a meta-analysis that examines the effectsof tier 2 interventions on primary school students' word decodingdevelopment. A small to moderate effect was found g = .31. The secondstudy examined the effects of RtI when identifying and intervening studentsin need of support in their reading development. The study was conductedas a quasi-experiment with grade 2 students (n = 11 + 11). The resultsshowed effect sizes between g = .49 - 1.00 on word decoding and readingcomprehension, however, the results were not significant. The teachers'perception of the model was also compiled. They found that RtI workedvery well as the students received support and the teachers were given theopportunity to collaborate. They did however also find that the RtI modelwas inflexible and resource-intensive. The third study was longitudinal andfollowed students' (n = 113) reading development during grade 1 and 2within RtI. A significant reduction in students in need of support was noted.In comparison with a reference group (n = 759), there were significantlyfewer students who performed below the 25th percentile and fewer RtIstudents who did not maintain their reading ability. The results showed thatRtI seems to function as a special didactic model in accordance with "Nochild left behind". Nevertheless, there are students who have receivedinterventions within the model that do not reach age-appropriate levels. Thefourth article discusses the possibilities of combining Response toIntervention and Lesson Study as the models seem to be able to complementeach other.