Response to intervention and spelling acquisition in children from low-income backgrounds
Respuesta a la intervención y escritura en niños de grupos sociales vulnerados
| 2017 | |
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learning teaching spelling poverty difficulties aprendizaje escritura enseñanza pobreza dificultades |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1426
https://hdl.handle.net/10895/3929 |
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| Acceso abierto |
| Sumario: | The paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits. |
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