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首页> 外文学位 >The Lived Experience of School Psychologists in Assessing for Reading Difficulties in the Aftermath of Response to Intervention.
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The Lived Experience of School Psychologists in Assessing for Reading Difficulties in the Aftermath of Response to Intervention.

机译：学校心理学家在应对干预后评估阅读困难的经验。

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摘要

This study explored the experiences of twelve licensed school psychologists responsible for the assessment of children in grades kindergarten through grades five in a public school setting. A qualitative research methodology was employed using interpretative phenomenological analysis given that this approach is recommended for studies involving individual's experiencing a phenomenological change.;The decision-making theory guided the research question: How do school psychologists make sense of and explain their experience in selecting the appropriate assessment for reading problems of K-5 students?;The study revealed that school psychologists relied on the team process and collaboration with reading specialists and special education teachers when deciding how to assess students for reading failure. This study confirmed that school psychologists feel highly qualified and trained to administer and interpret cognitive assessments and are less confident regarding reading assessments and interventions. Furthermore, this study revealed that school psychologists do not value traditional aptitude-achievement assessments to determine reading disabilities and supplement these assessments to ensure accurate data; findings which may warrant further investigation. This study confirmed that school psychologists have confidence in the cognitive assessment and rely on this data to inform their recommendations for students with suspected reading disabilities. Moreover, this study confirmed that school psychologists value RTI efforts and use the data to assist students. Results of this study found that school psychologists continue to struggle with their role in the development and implementation of response-to-intervention efforts and often feel underutilized in those efforts.
机译：这项研究探索了十二名持证学校心理学家在公立学校环境中评估幼儿园至五年级儿童的经验。鉴于此方法建议用于涉及个体经历现象学变化的研究，因此采用了解释性现象学分析的定性研究方法。对K-5学生的阅读问题进行适当的评估？；研究表明，学校心理学家在决定如何评估学生阅读失败时依赖团队合作以及与阅读专家和特殊教育老师的合作。这项研究证实，学校心理学家在管理和解释认知评估方面具有很高的资格和培训水平，对阅读评估和干预措施的信心较差。此外，这项研究表明，学校心理学家不重视传统的能力成就评估来确定阅读障碍，也不补充这些评估以确保数据准确。调查结果可能需要进一步调查。这项研究证实，学校心理学家对认知评估充满信心，并依靠这些数据为有阅读障碍的学生提供建议。此外，这项研究证实，学校心理学家重视RTI的努力，并利用这些数据为学生提供帮助。这项研究的结果发现，学校心理学家继续努力应对和发展对干预措施的作用，并且常常感到在这些措施中的利用不足。

著录项

  • 作者

    Troutman, Pamela.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Educational psychology.;Elementary education.;Reading instruction.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 157 p.
  • 总页数 157
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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