Response to instruction（RTI）モデルによる読みの支援： 米国における縦断研究の動向と日本における取組.

Response to instruction （RTI） is the prevention and remediation model through research-based, effective instructions, and increasingly intense interventions. In the USA, the Individuals with Disabilities in Education Act (IDEA) in 2004 allows school districts to implement RTI models for LD identification. In this paper, we reviewed the studies based on longitudinal data to reveal recent issues in the RTI model. We also introduce school-based practices and studies conducted in Japan. In the USA, where RTI intervention is closely linked to LD identification, the determination of nonresponders and prediction of long-term outcomes are important topics for studies, and a substantial number of longitudinal studies have been conducted. On the other hand, in Japan, RTI intervention is emphasized as an “intervention without identification,” and research mainly focused on the effect of interventions. Although only a few studies have targeted Tier 3 intervention, both in the US and Japan, our study revealed consistent results with those in the USA. Further studies will be required to reveal how the remediation of word-reading skills relates to future reading comprehension. [ABSTRACT FROM AUTHOR]