Erich Hartmann:
Konzeption und Diagnostik von schriftsprachlichen Lernstörungen im Responsiveness-to-Intervention-Modell: eine kritische Würdigung
Concept and Diagnostics of Literacy Learning Disabilities within the Responsiveness-to-Intervention-Model: A Critical Appraisal

2008, 123-137

Summary: This article summarises research-based arguments against the appropriateness of the concept and diagnostics of reading and writing disabilities within the traditional IQ-achievement discrepancy model. After an overview of alternative diagnostic models, the focus lies on the prevention-oriented responsiveness-to-intervention model that currently attracts much attention in the USA. The description of conceptual, structural and methodical aspects of this model is followed by preliminary findings on its diagnostic validity and preventive effectiveness. The author concludes his reflections with critical objections and concerns about this innovation, but he also specifies the future challenges for research and practice.

Keywords: IQ-discrepancy, reading disability, diagnostics, prevention, instruction, intervention

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