Please use this identifier to cite or link to this item:
|Other Titles:||Improving the Reading and Writing Abilities of First- Grade Students in Educational Priority Areas Schools – A Multi-Tier Teaching Intervention Model|
National Taiwan Normal University Department of Special Education
Purpose: In recent years, the poor reading and writing abilities of students with sociallyand economically-disadvantaged background have become a major concern of educators, researchers, and decision makers in Taiwan. Considerable resources, such as the Project for the Implementation of Remedial Instruction by the Ministry of Education, have been allocated to provide intervention to the students who have poor literacy competence. However, providing intervention to only the last-ranking students may be insufficient in remote areas, because almost all the students there have reading and writing difficulties. Thus, a successful resolution should not only offer supplemental remedial programs to the weakest, but also include school-wide preventive intervention programs aiming at effective literacy instruction in regular classrooms. This study assesses a 2-tier, schoolbased Chinese literacy intervention program provided to first-grade students in five elementary schools in an educational priority area in Taiwan. Both tiers adopted effective remedial principles supported by empirical research. Tier 1 was conducted to improve the teaching and learning quality of regular classes, whereas Tier 2 provided a systematic and intensive remedial intervention to the 6 last-ranking students in each class. This study investigates whether an early multi-tier intervention program can effectively improve the students' Chinese literacy skills and prevent them from developing reading and writing difficulties. Methods: Eight schools with 239 students participated in this study. We assigned these eight schools to two different groups: a treatment group of five schools (134 students) and a control group of three schools (105 students). In Tier 2, the treatment and control groups had 29 and 17 students, respectively. We used descriptive statistics to describe the characteristics of the schools and students, and their test score distributions. We used ANCOVA, MANCOVA, and HLM to assess the int
|Appears in Collections:||特殊教育研究學刊|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.