Response to Intervention in writing: advances and challenges
RAQUEL FIDALGO REDONDO
COORDINATOR
SYMPOSIUM SPEAKERS
- Raquel Fidalgo Redondo
- María Arrimada García
- Paula López Gutiérrez
- Carmen Álvarez Moreno
- Rubén Díaz Tejedor
- Patricia Robledo Ramón
Short CV
Professor of Developmental and Educational Psychology at University of León. Head of CAEL Research Team (Cognition and Learning of Writing and Reading), an international and interdisciplinary research team recognized as Consolidated Research Unit by Junta de Castilla y León (UIC 309). Coordinator of the PhD program in Developmental Psychology and Educational Sciences at University of León.
Her main research line focuses on studying writing composition from a psychological perspective and an educational approach aimed at improving its acquisition and preventing disabilities in its learning. She authors numerous papers published in high-quality international scientific journals. She has participated and lead several national and international competitive research projects. Besides, she has supervised several thesis over the past few years, all of them rated with “sobresaliente cum laude”, the highest possible score. Some of these have been awarded the Extraordinary Doctoral Prize by University of León as well as FPU PhD grants, by the Ministry of Science, Innovation and Universities, and FPI PhD grants, by Ministry of Economy and Competitiveness and Junta de Castilla y León. She is currently co-editor of the Studies in Writing series, edited by Brill and linked to the Special Interest Group of Writing of the European Association of Research on Learning and Instruction. She is a foundational member of the European Literacy Network and member of the directorate of the Scientific Association of Psychology and Education (ACIPE).
Symposium abstract
Writing competence plays a key role both in students’ academic performance and their social and professional future. Thus, results from national and international reports pointing to a significant percentage of students without a proper mastery of writing competence at the end of compulsory education, as well as the significant prevalence of learning disabilities in writing are a matter of worry. Consequently, it seems necessary to set in motion approaches aimed at improving students’ acquisition of the writing process, from the beginning of its teaching, by implementing measures to prevent learning disabilities (LD) in writing. All of these, in line with the Response to Intervention Model; basis of the present symposium.
Specifically, this symposium involves five presentations which address this preventive approach of learning disabilities in writing from several complementary perspective.
First, two presentations focus on validating and instructional educational software which addresses the key cognitive writing processes and has been designed according to multi-level systems of support. Thus, in the first presentation we explore its effectiveness in tiers 1 and 2 of writing intervention, while in the second one we explore their efficacy in tiers 2 and 3, both with first and second-grade students at-risk of learning disabilities. In the third presentation, we monitor first-grade students’ writing acquisition through online measures ad provide results on the dynamic of the writing process comparing average and struggling students. Finally, in the last two presentations, the authors explore the role of two key agents in the development and effective implementation of the Response to intervention model in the educational field. One of them focuses on teachers as key agents in the implementation of the model and explores different variables and beliefs related to their applicability and feasibility. Complementarily, the second one focuses on families through the analysis of home literacy practices for students with average performance and those at risk of LD.