Dificultades específicas de aprendizaje y el modelo de respuesta a la intervenciónuna revisión sistemática

  1. José Adrián Suárez Rodríguez 1
  2. Lorena Gonzalez-Sánchez 2
  3. Débora Areces 1
  4. Trinidad García 1
  5. Celestino Rodríguez 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Revista:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Año de publicación: 2022

Volumen: 14

Número: 2

Páginas: 67-75

Tipo: Artículo

DOI: 10.21071/PSYE.V14I2.15002 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Psychology, Society & Education

Resumen

Las dificultades específicas de aprendizaje son una de las tipologías más comunes del alumnado con necesidades específicas de apoyo educativo. Debido a su alta prevalencia y a sus consecuencias en el alumnado, en los últimos años han surgido múltiples iniciativas que tienen como objetivo ayudar a identificar, de forma temprana, a aquellos estudiantes que puedan estar en riesgo de sufrir un problema de aprendizaje en las habilidades instrumentales académicas. El modelo de Respuesta a la Intervención se muestra como una interesante alternativa superando así el modelo de discrepancia CI-Rendimiento. El objetivo principal del presente trabajo es analizar la efectividad del modelo de Respuesta a la Intervención en las tres habilidades instrumentales básicas: lectura, escritura y matemáticas. Se ha llevado a cabo una revisión sistemática de la literatura siguiendo las directrices de la declaración PRISMA para las revisiones sistemáticas científicas. Los estudios se seleccionaron en todas las bases de datos de la Web of Science y Scopus, en un período de búsqueda comprendido entre 2011 y 2021. La revisión se realizó sobre la base 15 estudios seleccionados, seis de ellos investigaban la efectividad del modelo de Respuesta a la Intervención en lectura, cuatro en escritura y cinco en matemáticas. Los resultados obtenidos muestran al modelo de Respuesta a la Intervención como una herramienta efectiva para la detección temprana del alumnado en riesgo de DEA en lectura, escritura y matemáticas

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Fuente de los datos: Dialnet