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首页> 外文期刊>Psychology in the schools >SCHOOL PSYCHOLOGISTS' PERCEPTIONS REGARDING THE PRACTICEOF IDENTIFYING READING DISABILITIES: COGNITIVE ASSESSMENTAND RESPONSE TO INTERVENTION CONSIDERATIONS
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SCHOOL PSYCHOLOGISTS' PERCEPTIONS REGARDING THE PRACTICEOF IDENTIFYING READING DISABILITIES: COGNITIVE ASSESSMENTAND RESPONSE TO INTERVENTION CONSIDERATIONS

机译：学校心理学家对识别阅读障碍的实践的看法：认知评估和对干预考虑的回应

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摘要

This study surveyed a national sample of school psychologists with respect to the identification ofreading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits ofthe use of cognitive assessment in RD identification, both within and outside of an IQ–achievementdiscrepancy model. The survey also solicited opinions about the nature of RD, particularly con-ceptions of general slow learners (and readers) versus those evidencing a discrepancy. Resultsrelated to school psychologists' concerns about job security, should IQ testing be reduced, arepresented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, howschool psychologists see themselves contributing to an RTI effort, as well as possible hurdles toRTI implementation are covered. Measurement of these perceptions may be beneficial in inform-ing current and future service delivery models for RD identification as well as possible trainingneeds of currently practicing school psychologists. Finally, the current work represents an effortto measure assessment acceptability for RD identification techniques.
机译：这项研究调查了全国学校心理学家样本，以识别阅读障碍（RD）。它涵盖了学校心理学家关于在智商-成就差异模型内外对在RD识别中使用认知评估的感知收益的观点。该调查还征求了有关RD本质的意见，特别是对一般缓慢的学习者（和读者）与那些表现出差异的概念的看法。提出了与学校心理学家担心工作安全有关的结果，如果降低智商测试的话。此外，还涵盖了响应干预（RTI）模型的感知收益，学校心理学家如何看待自己对RTI工作的贡献以及实施RTI的可能障碍。这些看法的测量可能有助于为RD识别提供当前和将来的服务提供模型，以及当前在职的学校心理学家的可能培训需求。最后，当前的工作代表了对RD识别技术的评估可接受性进行衡量的一项工作。

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