Response to Intervention (RtI) Model: An Alternative to Identify Students with Specific Learning Disability (SLD) in Sub-type of Reading Skill on Elementary Level Grade 1- 3

Keywords

specific learning disability, Rtl, reading disabilities, primary intervention, secondary intervention

Abstract

Many students were classified having with SLD on elementary grade level provide poor learning performance especially in sub-type of reading. At this point, researcher tried to investigate RtI model as an alternatively to identify students with SLD using national curriculum standard. The research was conducted at one of elementary school grade 1 - 3 in West Bandung, Java Province. The identification of SLD focus on sub-type of reading such as basic reading skill, reading fluency, and reading comprehension. The method of research using quasi-experimental design with non-equivalent control group. After providing primary intervention strategies were found at-risk students to follow secondary intervention. In secondary intervention the students were progress during nine weeks and they had been identified as students with SLD on sub-type of reading disabilities. Those students were recommended to get a special education services with Individualized Intensive Program.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Riana Bagaskorowati
AU  - Trisna Mulyena
PY  - 2019/12
DA  - 2019/12
TI  - Response to Intervention (RtI) Model: An Alternative to Identify Students with Specific Learning Disability (SLD) in Sub-type of Reading Skill on Elementary Level Grade 1- 3
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 149
EP  - 154
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928861
ID  - Bagaskorowati2019/12
ER  -