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Education Sciences
Special Issues
Learning Disorders and Intervention
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Learning Disorders and Intervention

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 May 2021) | Viewed by 7423

Special Issue Editors

Dr. Celestino Rodriguez

E-Mail Website
Guest Editor
Department of Psychology, University of Oviedo, Oviedo, Spain
Interests: learning disabilities; ADHD; neurodevelopmental disorders; intervention; literacy skills
Special Issues, Collections and Topics in MDPI journals
Dr. Marisol Cueli

E-Mail Website
Guest Editor
Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
Interests: intervention; learning strategies; learning disabilities
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Neurodevelopmental Disorders such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder are one of the most relevant difficulties in the children and adolescent population. The presence of this group of disorders, can affect the personal, social, academic, and familiar development of the children. For this reason, it is necessary to detect and intervene over the difficulties of this group of students even since the first years of school. In this sense, teachers and family’s perspective have an important role in the detection and intervention processes. Also, the profile of the student must be studied in depth in order to implement the best practices of intervention. The goal of the Special Issue is to collect a review of different works in the topic of detection and intervention of Neurodevelopmental Disorders, considering the different environments implicated as the family and school context.

Prof. Celestino Rodriguez
Dr. Marisol Cueli
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Neurodevelopmental disorders
  • ADHD
  • specific learning disorder
  • detection
  • intervention
  • family context
  • school context

Published Papers (1 paper)

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Review

25 pages, 385 KiB  
Review
Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities
by Olga Arias-Gundín and Ana García Llamazares
Educ. Sci. 2021, 11(5), 209; https://doi.org/10.3390/educsci11050209 - 29 Apr 2021
Cited by 13 | Viewed by 6839
Abstract
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices [...] Read more.
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems. Full article
(This article belongs to the Special Issue Learning Disorders and Intervention)
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