Respuesta a la intervención en escrituraMedidas de detección y monitorización del progreso

Abstract

Nowadays, mastering writing competence becomes essential to academic and social success, although all students find it challenging, especially if they have Learning Disabilities (LD). Then, searching for educational models focused on preventing LD and assuring children’s academic success has become a worldwide priority. That is why the Response to Intervention Model arises. This model focuses on early identification of students at risk of learning disabilities as well as a multilevel, intense and effective instruction. It requires the use of assessment measures which allow us to identify pupils at risk and to monitor their progress. This aspect has been hardly investigated in writing and there is a lack of consistency. Thus, the present study aims to revise current measures for initial screening and progress monitoring of students at risk of LD in writing. To achieve this aim, various empirical studies focused on writing assessment are analysed and structured according to the kind of measures they use: accurate-legible letter writing, holistic and analytic methods and Curriculum Based Measures. Results point at Curriculum Based Measures as the most valid indicators within the Response to Intervention Model. Within these measures, we present results about the main productivity and accuracy indices, their validity and sensivity to growth and their adequacy to different educational levels. Then, we analyse suitable writing tasks to take these measures and their appropriate duration. Finally, we discuss future research lines in the field of writing process assessment, through the use of online screening and progress monitoring measures related to pauses and execution periods.