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Revista Psicopedagogia

Print version ISSN 0103-8486


MACHADO, Andréa Carla  and  ALMEIDA, Maria Amélia. Performance in reading assignments through the model (RTI): response to intervention in public education school. Rev. psicopedag. [online]. 2012, vol.29, n.89, pp. 208-214. ISSN 0103-8486.

INTRODUCTION: The model of response to intervention (RTI) is a model program for early identification directed to students who have learning difficulty and also in behavior problems that require more specific interventions. The RTI is a different way to help these students that even getting appropriate activities do not advance, compared to your group/class. OBJECTIVE: To verify performance in reading tasks in public education school before and after intervention. METHODS: Participated in the study 14 students belonging to the 4th and 5th year of two public schools, located in the State of São Paulo - Brazil. For data collection an instrument was used - PROLEC named Reading Evaluation Test, with 14 total tasks. The results were analyzed by statistical test, Wilcoxon adjusted by Bonferroni correction to identify which moments of note differ from others when compared to peer - to - peer. RESULTS: The results showed statistically significant differences on most pairs of variables analyzed, tasks which highlights the importance of reading education through specific instructions and linked to the understanding of the alphabetic school principles, i.e. with difficulties in reading need to know the system mechanism of the Portuguese language, which we can consider identifying tasks - letter sound to text understanding. CONCLUSION: therefore, the importance in investing in programs that aim to improve the processes of reading as a whole is necessary.

Keywords : Intervention studies; Schools; Reading.

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