REVISTA: Psychology, Society & Education
ISSN: 1989-709X, 2171-2085
AÑO DE PUBLICACIÓN: 2022
VOLUMEN: 14
NÚMERO: 2
PÁGINAS: 67-75
AUTORES:
José Adrián Suárez Rodríguez
Lorena Gonzalez-Sánchez
Débora Areces
Trinidad García
Celestino Rodríguez
Universidad de Oviedo
Universidad de Cantabria
RESUMEN:
Las dificultades específicas de aprendizaje son una de las tipologías más comunes del alumnado con necesidades específicas de apoyo educativo. Debido a su alta prevalencia y a sus consecuencias en el alumnado, en los últimos años han surgido múltiples iniciativas que tienen como objetivo ayudar a identificar, de forma temprana, a aquellos estudiantes que puedan estar en riesgo de sufrir un problema de aprendizaje en las habilidades instrumentales académicas. El modelo de Respuesta a la Intervención se muestra como una interesante alternativa superando así el modelo de discrepancia CI-Rendimiento. El objetivo principal del presente trabajo es analizar la efectividad del modelo de Respuesta a la Intervención en las tres habilidades instrumentales básicas: lectura, escritura y matemáticas. Se ha llevado a cabo una revisión sistemática de la literatura siguiendo las directrices de la declaración PRISMA para las revisiones sistemáticas científicas. Los estudios se seleccionaron en todas las bases de datos de la Web of Science y Scopus, en un período de búsqueda comprendido entre 2011 y 2021. La revisión se realizó sobre la base 15 estudios seleccionados, seis de ellos investigaban la efectividad del modelo de Respuesta a la Intervención en lectura, cuatro en escritura y cinco en matemáticas. Los resultados obtenidos muestran al modelo de Respuesta a la Intervención como una herramienta efectiva para la detección temprana del alumnado en riesgo de DEA en lectura, escritura y matemáticas
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