Response to Intervention Model and Mathematics
a systematic literature review
DOI:
https://doi.org/10.51207/2179-4057.20240051Keywords:
Early Educational Intervention, Elementary School, MathematicsAbstract
Mathematics is important for our daily lives; therefore, there is increasing concern regarding students who demonstrate difficulties in learning this subject. It is necessary to identify these difficulties and provide frequent and systematic instructions that help students improve their performance. The Response to Intervention (RTI) Model identifies at-risk students for mathematics difficulties and provides multi-tiered interventions based on scientific evidence. The objective of this study was to carry out a systematic review on the use of the RTI Model for mathematics difficulties in the 1st to 3rd year of Elementary School I. Only two studies were found that examined the effects of using the RTI Model for mathematics difficulties; however, these studies demonstrated that its use contributed to the students’ successful performance in mathematical academic skills.
Downloads
References
Alcantara, G. K., Germano, G. D., Sillankorva, M. K., & Capellini, S. A. (2021). Proaten: Programa de Remediação com as Habilidades Atencionais (1ª ed.). BookToy.
Andrade, O. V. C. A., Prado, P. S. T., & Capellini, S. A. (2011). Desenvolvimento de ferramentas pedagógicas para identificação de escolares de risco para a dislexia. Revista Psicopedagogia, 28(85), 14-28. [Link](https://www.revistapsicopedagogia.com.br/detalhes/177/desenvolvimento-de-ferramentas-pedagogicas-para-identificacao-de-escolares-de-risco-para-a-dislexia)
Andrade, O. V. C. A., Andrade, P. E., & Capellini, S. A. (2014). Modelo de resposta à intervenção: RTI: como identificar e intervir com crianças de risco para os transtornos de aprendizagem. Pulso.
American Speech-Language-Hearing Association - ASHA. (2005). An introduction to clinical trials. [Link](https://leader.pubs.asha.org/)
Brasil. Ministério da Educação. (2018). Base Nacional Comum Curricular. MEC. [Link](http://basenacionalcomum.mec.gov.br/)
Bryant, D. P., Bryant, B., Gersten, R. M., & Lewis, N. S. (2008). Mathematics intervention for first-and second-grade students with mathematics difficulties: The effects of tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29(1), 20-32. [Link](https://doi.org/10.1177/0741932507309712)
Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R. (2011). Early numeracy intervention program for first-grade students with Mathematics difficulties. Exceptional Children, 78(1), 7-23. [Link](https://doi.org/10.1177/001440291107800101)
Cerqueira César, A. B. P., Germano, G. D., & Capellini, S. A. (2018). PROF-RD: Programa de Remediação Fonológica para Escolares de Risco para Dislexia (1ª ed.). BookToy.
Fletcher, J., & Vaughn, S. (2009). Response to Intervention: Preventing and Remediating Academic Difficulties. Child Development Perspectives, 3(1), 30-37. [Link](https://doi.org/10.1111/j.1750-8606.2008.00072.x)
Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99. [Link](https://doi.org/10.1598/RRQ.41.1.4)
Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22(2), 129-136. [Link](https://psycnet.apa.org/record/2007-07831-005)
Fuchs, L. S., & Vaughn, S. (2012). Responsiveness-to-intervention: A decade later. Journal of Learning Disabilities, 45(3), 195-203. [Link](https://doi.org/10.1177/0022219412442150)
Fukuda, M. T. M., & Capellini, S. A. (2011). Treinamento de habilidades fonológicas e correspondência grafema-fonema em crianças de risco para dislexia. Revista Cefac, 13(2), 227-235. [Link](https://www.scielo.br/j/rcefac/a/fyJKMBHbpv6jCvSNbTNYHYv/?format=pdf)
Fukuda, M. T. M., & Capellini, S. A. (2012). Programa de intervenção fonológica associado à correspondência grafema-fonema em escolares de risco para a dislexia. Psicologia: Reflexão e Crítica, 25(4), 783-790. [Link](https://doi.org/10.1590/S0102-79722012000400018)
Geary, D. C. (1994). Children’s mathematical development: Research and practical applications. American Psychological Association. [Link](http://dx.doi.org/10.1037/10163-000)
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. U.S Department of Education. [Link](https://ies.ed.gov/ncee/wwc/docs/practiceguide/rti_math_pg_042109.pdf)
Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second-grade children with different forms of LD. Journal of Learning Disabilities, 33(6), 567-578. [Link](https://doi.org/10.1177/002221940003300605)
Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175. [Link](https://doi.org/10.1111/j.1467-8624.2006.00862.x)
Kerges-Alcantara, G., & Capellini, S. A. (2022). Response to Intervention (RTI) Tier 2 Executive Functions Program for 1st Grade Level Brazilian Schoolchildren: Pilot Study. Advances in Applied Sociology, 12(10), 644-656. [Link](https://doi.org/10.4236/aasoci.2022.1210045)
Machado, A. C., & Capellini, S. A. (2014). Tutoria em leitura e escrita baseado no modelo de RTI–resposta à intervenção em crianças com dislexia do desenvolvimento. Revista CEFAC, 16(4), 1161-1167. [Link](https://doi.org/10.1590/1982-0216201415412)
Marguti, M. P., Cerqueira César, A. B. P., & Capellini, S. A. (2022). Significance Analysis of RTI Tier 2 Metaphonological and Alphabetic Principle Program for Brazilian Schoolchildren at Risk for Dyslexia. Psychology, 12(7), 552-561. [Link](https://doi.org/10.17265/2159-5542/2022.07.013)
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ (Clinical research ed.), 339, b2535. [Link](https://doi.org/10.1136/bmj.b2535)
Picinini, R. S. C., Feldberg, S. C. F., Germano, G. D., & Capellini, S. A. (2023). PROMATEM: Programa de remediação com habilidades matemáticas (1ª ed.). BookToy.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rita dos Santos de Carvalho Picinini, Simone Aparecida Capellini, Giseli Donadon Germano
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
