A Web Based Interactive Tool to Enhance Schools' Capacity to Aid at-Risk Students

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 110A-110A
Author(s):  
Eliot E. Goldman ◽  
Cyrille Adam ◽  
Rachel J. Goldman
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Web Based ◽  
Interactive Tool

scholarly journals DIAPLASIS: Web-based parent-teacher collaboration platform and intervention with at-risk students in language lesson

2016 ◽  
Vol 7 (5Β) ◽  
Author(s):  
Αλέξανδρος Κοφτερός ◽  
Θανάσης Χατζηλάκος
Keyword(s):  
At Risk ◽  
Teacher Collaboration ◽  
At Risk Students ◽  
Web Based

Το "ΔΙΑΠΛΑΣΟΙΣ" (Διαδικτυακή Πλατφόρμα Συνεργασίας Οικογένειας - Σχολείου) αποτελεί υπό εξέλιξη διδακτορική διατριβή με στόχο την ανάπτυξη διαδικτυακής πλατφόρμας που θα διευκολύνει τη συνεργασία σχολείου- οικογένειας, τόσο για σκοπούς εκπαίδευσης όσο και για σκοπούς ενημέρωσης για δράσεις του σχολείου και προόδου των μαθητών. Ο/η εκπαιδευτικός, μέσα από την πλατφόρμα και εκτός ωραρίου λειτουργίας του σχολείου, προσφέρει στήριξη μέσω e-tutoring στους γονείς, τους επιμορφώνει, τους στηρίζει και τους ενθαρρύνει, ώστε να καταστούν πολλαπλασιαστές ενισχυτικής διδασκαλίας για τα παιδιά τους, με έμφαση σε μαθητές που κινδυνεύουν να μείνουν λειτουργικά αναλφάβητοι. Η διαδικτυακή πλατφόρμα θα πρέπει να έχει το μικρότερο δυνατό κόστος, να είναι απλή στην εκμάθηση και χρήση, και να προσφέρει εργαλεία σύγχρονης επικοινωνίας ώστε να επιτυγχάνεται το e-tutoring. Παράλληλα θα προσφέρει δυνατότητες προβολής πληροφοριών που αφορούν δραστηριότητες του σχολείου (ενημέρωση) . Αναμένεται, μέσα από την πλατφόρμα που θα αναπτυχθεί/προσαρμοστεί, καθώς και προγραμματιζόμενη παρέμβαση στο γλωσσικό μάθημα, να διερευνηθεί κατά πόσο ο γονιός μπορεί να μετατραπεί σε πολλαπλασιαστή ενισχυτικής διδασκαλίας ώστε –με το ελάχιστο δυνατό κόστος- να μπορούν να αντιμετωπιστούν προβλήματα λειτουργικού αλφαβητισμού.

scholarly journals Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities

2021 ◽  
Vol 24 ◽  
Author(s):  
Juan E. Jiménez ◽  
Sara C. de León ◽  
Nuria Gutiérrez
Keyword(s):  
At Risk ◽  
Response To Intervention ◽  
Program Implementation ◽  
At Risk Students ◽  
Implementation Fidelity ◽  
Tier 2 ◽  
Web Based ◽  
At Risk Children ◽  
Reading And Math ◽  
Rti Model

Abstract The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

scholarly journals Web-Based Interactive Tool to Identify Facilities at Risk of Receiving Patients with Multidrug-Resistant Organisms

2020 ◽  
Vol 26 (9) ◽  
pp. 2046-2053
Author(s):  
Rany Octaria ◽  
Allison Chan ◽  
Hannah Wolford ◽  
Rose Devasia ◽  
Troy D. Moon ◽  
...  
Keyword(s):  
At Risk ◽  
Multidrug Resistant ◽  
Web Based ◽  
Interactive Tool ◽  
Multidrug Resistant Organisms

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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