Evaluación del progreso de aprendizaje en lectura dentro de un Modelo de Respuesta a la Intervención (RtI) en la Comunidad Autónoma de Canarias

Juan E. Jiménez; Doris Luft Baker; Cristina Rodríguez; Patricia Crespo; Ceferino Artiles; Miguel Alfonso; Desirée González; Christian Peake; Natalia Suárez

doi:10.24310/espsiescpsi.v4i2.13319

Autores/as

Juan E. Jiménez Facultad de Psicología, Universidad de La Laguna, Islas Canarias España
Doris Luft Baker Center for Teaching and Learning (CTL), University of Oregon España
Cristina Rodríguez Facultad de Psicología, Universidad de La Laguna, Islas Canarias España
Patricia Crespo Center for Teaching and Learning (CTL), University of Oregon Estados Unidos
Ceferino Artiles Dirección General de Ordenación, Innovación y Promoción Educativa de la Consejería de Educación, Universi-dades y Sostenibilidad del Gobierno de Canarias España
Miguel Alfonso Dirección General de Ordenación, Innovación y Promoción Educativa de la Consejería de Educación, Universidades y Sostenibilidad del Gobierno de Canarias España
Desirée González Facultad de Psicología, Universidad de La Laguna, Islas Canarias España
Christian Peake Facultad de Psicología, Universidad de La Laguna, Islas Canarias España
Natalia Suárez Facultad de Psicología, Universidad de La Laguna, Islas Canarias España

DOI:

https://doi.org/10.24310/espsiescpsi.v4i2.13319

Palabras clave:

Identificación Temprana, Indicadores Dinámicos del Éxito Lector, Evaluación, Riesgo de Dificultad de Aprendizaje, Dislexia, Fluidez, Modelo de Respuesta a la Intervención

Resumen

El objetivo principal de este trabajo es dar a conocer el sistema de evaluación del progreso de aprendizaje en lectura dentro de un modelo de Respuesta a la Intervención - Nivel 2 de intervención que se viene utilizando en la Comunidad Autónoma de Canarias en el marco institucional de cooperación científica entre el grupo de investigación de la Universidad de La Laguna “Dificultades de aprendizaje, psicolingüística y nuevas tecnologías”, el Center on Teaching and Learning de la Universidad de Oregon y la Consejería de Educación, Universidades y Sostenibilidad del Gobierno de Canarias. Dentro de este contexto se viene utilizando el sistema de evaluación Indicadores Dinámicos del Éxito en la Lectura, versión española del Dynamic Indicators of Basic Early Literacy Skills. Su principal finalidad es evaluar el progreso de aprendizaje de la población escolar canaria identificada con “riesgo” de presentar dificultades específicas de aprendizaje en lectura y que participa en un Modelo de Respuesta a la Intervención.

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