Application Of RTI Model In Identification And Intervention Of Children At High Risk Of Dyslexia In Lower Grade

Response to Intervention(RTI),which can be translated as Response to Intervention or Response to teaching,is an educational model that provides identification and Intervention for people with learning disabilities.The traditional identification of learning disabilities is based on the "intelligence-achievement difference" model,but this model has many defects,such as the identification results of this model can not help educators to make effective intervention plan,prevention,slow intervention,easy to misdiagnosis,etc.Different from the traditional model,the RTI model advocates three levels of assessment and intervention to meet the educational needs of students in the context of ordinary schools.It can prevent learning disabilities in ordinary children,timely identify children with potential learning disabilities,and improve their academic achievement.Dyslexia is a kind of learning disability.By analyzing the reaction of dyslexic children to teaching at every level,this model can effectively solve the practical problem of integrating special education into general education.In this study,RTI model was used to identify and intervene children at high risk of dyslexia in lower grade primary school students,and the effectiveness of RTI model was discussed.In this study,the first grade students in a primary school in Wushi were selected as the subjects.Through three levels of identification and intervention,the real dyslexia children were finally identified.The first level was implemented in a normal teaching environment.Through unified training for Chinese teachers,collective lesson preparation and unified teaching mode,267 students in Grade 1 were selected as the subjects for teaching intervention for one semester.By comprehensively calculating the mid-term and final scores of the students in the second semester of the first grade,the total score was calculated.By referring to the 10% of the students after the total score,20 students at high risk of dyslexia were initially selected to enter the second level by the method of joint teacher nomination.At the end of Tier 1,a Tier 2intervention was developed based on the curricular based measurements of the 20 students,with one-hour group interventions 5 times a week for 10 weeks.By analyzing the difference between the final scores of 20 students at high risk of dyslexia and those of normal students before and after intervention,it was found that the final scores of20 students at high risk of dyslexia were significantly different from those of normal students before intervention(p < 0.001).After intervention,the final scores of 20 students at high risk of dyslexia were not significantly different from those of normal students(p= 0.844> 0.05).The 20 students at high risk of dyslexia were subjected to curricular based measurement,and the t-test and weekly improvement rate analysis showed that: The scores of 20 students at high risk of dyslexia in the first week and the tenth week were significantly different,that is,the scores of the tenth week were significantly improved.Among them,16 students' weekly improvement rate was greater than 1,indicating that they had a response to the second level,and 4 students' weekly improvement rate was less than 1,indicating that they had no response.The academic achievement and behavioral performance of 16 students were significantly improved in the second level,and 4 students showed no progress in academic performance although their learning behavior performance was improved to some extent.Among these 4 students,2 students withdrew from the Tier 3 intervention due to external factors,while the remaining 2 students continued to enter the Tier 3intervention.On the basis of the two student's performance in the second level intervention and result analysis,formulated the corresponding more intervention plans,and conducted one-on-one intervention,five times a week every time 1 hour,continued intervention in 4 weeks,the results showed that one student weeks period is greater than one,show that respond to the third level,the other student zhou period is less than1,Showed no response to level 3 intervention.Through a comprehensive analysis of the unresponsive student,the student was identified as dyslexic.Conclusion: this study RTI model was applied to the elementary school lower grade students reading disorder identification and intervention,through the use of curriculum standard measurement for dynamic monitoring and evaluation to students' academic achievements,can timely found reading disorder high-risk students,and give its intervention in a timely and effective manner,in a timely manner to solve the problem of the difficulty reading the dyslexia high-risk students.RTI model is not only an effective way to identify dyslexic children,but also an effective measure to improve students' academic achievement and positive behavior in normal education and teaching environment.