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Response to Intervention im inklusiven Leseunterricht

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Zusammenfassung

Der Response to Intervention-Ansatz (RTI) ist ein Konzept aus dem angloamerikanischen Raum und wird seit Jahrzehnten – vor allem im Bereich des Leseunterrichts und der Leseförderung in der Primarstufe – beforscht. Der vorliegende Beitrag stellt in einem ersten Teil die grundlegenden Elemente dieses präventiven Ansatzes vor, bevor im zweiten Teil unterschiedliche Forschungsergebnisse zur Wirkung vorgestellt werden. Obwohl die empirische Befundlage recht eindeutig die positiven Auswirkungen auf die Leistungen der Schülerinnen und Schüler bestätigt, werden immer wieder Bedenken an RTI geäußert, die vor allem im Zusammenhang mit inklusivem Unterricht stehen. Diese werden in einem dritten Teil des Beitrags thematisiert. Zusammenfassend werden im letzten Teil Überlegungen zur Implementation des RTI-Ansatzes im Zusammenhang mit inklusivem Leseunterricht diskutiert und noch einmal der Bezug zum deutschsprachigen Raum hergestellt.

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  1. Kirchliche Pädagogische Hochschule der Diözese Graz – Seckau, Graz, Österreich

    Lisa Paleczek

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    Lisa Paleczek

  2. Karl-Franzens-Universität Graz, Graz, Austria

    Susanne Seifert

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Paleczek, L. (2020). Response to Intervention im inklusiven Leseunterricht. In: Paleczek, L., Seifert, S. (eds) Inklusiver Leseunterricht. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-24221-3_7

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