Results of a Digital Tool to Screen Students who Might be at Risk for Reading Disabilities in Argentina comparing Public and Private Schools and under RTI Intervention

Results of a Digital Tool to Screen Students who Might be at Risk for Reading Disabilities in Argentina comparing Public and Private Schools and under RTI Intervention

First Author: Ana Sanchez Negrete -- JEL Aprendizaje
Additional authors/chairs: 
Rufina Pearson; Josefina Pearson
Keywords: Reading Ability, Response to Intervention, Reading comprehension
Abstract / Summary: 

In 2017 we develop a free-digital tool to screen reading abilities (fluency and comprehension) and validate it with a longitudinal sample that was assessed with standardized tests such as Woodcock Muñoz. Actually it has been administered to fourteen thousand (14.000) students from grade 1 to grade 8, over three times on the year and in public and private schools along Argentina. We analyzed the results comparing public and private schools, as well as its efficiency to detect changes after intervention was carried out following RTI models at schools.

Results showed that public schools have on average 60% of their students at risk in grade 2 and maintained the risk up to grade 7 in both reading fluency and reading comprehension. However, fluency risk raised up to 78% in grade 7, suggesting lack of explicit teaching. On the other hand, private schools had an average of 20% of students at risk in both skills, and kept that percentage along different grade levels, suggesting a better teaching method, although, lack of specific intervention to address those children at risk. Differences at different grade levels revealed significant differences (.001).
Schools that implemented RTI models were compared to those that administered the screening at different times the same year, although not implementing any specific intervention. Results showed that explicit teaching had a better impact not only on reading fluency and vocabulary, but also on language skills that impact strongly in deep comprehension and writing skills, like use of linking words. Non specific interventions had an impact on reading fluency, but did not had an impact on deep comprehension (inference skills).