6533b7d5fe1ef96bd1263f09
RESEARCH PRODUCT
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example
Piia Maria BjörnLynn S. FuchsMikko AroTuire KoponenDouglas Fuchssubject
toimintaohjeetResponse to interventionassessment05 social scienceslcsh:BF1-990050301 educationinstructionResponse to Intervention frameworkoppimisvaikeudetlcsh:Psychologysupport in mathematicsMathematics educationmatemaattiset taidot0501 psychology and cognitive sciencesLearning supportPsychology0503 educationarviointiresponse to intervention frameworkGeneral Psychologycomparative study050104 developmental & child psychologydescription
Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework has existed since 2010. In the present study, these frameworks are presented from the viewpoint of the role of assessment and instruction as expressed in documents that describe the frameworks, as it seems that these two components of RTI are the most disparate between the U.S. and Finland. We present a suggestion for the Finnish framework as an example of support in mathematics learning that incorporates principles of RTI (such as systematized assessment and instruction, cyclic support, and modifiable instruction). Finally, recommendations are presented for further refining and developing assessment and instruction policies in the two countries. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-06-01 | Frontiers in Psychology |