SciELO - Scientific Electronic Library Online

 
vol.21 número66Escala de estratégias e motivação para aprendizagem em ambientes virtuaisO conversar como estratégia de formação contínua na tutoria da educação profissional a distância índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Revista Brasileira de Educação

versão impressa ISSN 1413-2478versão On-line ISSN 1809-449X

Resumo

ALMEIDA, ROSELAINE PONTES DE; PIZA, CAROLINA JULIEN MATTAR DE TOLEDO; CARDOSO, THIAGO DA SILVA GUSMÃO  e  MIRANDA, MÔNICA CAROLINA. PREVENTION AND REMEDIATION OF LEARNING DIFFICULTIES: ADAPTATION OF RESPONSE TO AN INTERVENTION MODEL IN A BRAZILIAN SAMPLE. Rev. Bras. Educ. [online]. 2016, vol.21, n.66, pp.611-630. ISSN 1413-2478.  http://dx.doi.org/10.1590/S1413-24782016216632.

The aim of this study was to adapt and implement a prevention and remediation model of learning disabilities, the Response to Intervention model (RTI), in a Brazilian context. The research was conducted in two stages: i) the adaptation and implementation of tier 1, with a collective instructional intervention, undertaken by two elementary 1st year teachers, who implemented the RTI in their classroom; ii) development and implementation of tier 2, with the intervention target group that remained with a below average performance in stage 1 of the present study. A total of ten children participated and the intervention took place in forty minutes sessions, three times a week. All activities focused on teaching strategies and on underpinning cognitive skills related to reading. Results indicated that the RTI model is appropriate for the Brazilian context, acting as an alternative form of assesment and intervention for the student's needs.

Palavras-chave : learning difficulties; prevention; remediation; response to intervention.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )