A Literature Review of Implementing Response to Intervention for English Language Learners

Autor/inn/en	Choi, Eunjeong; Oh, Kevin; Yoon, Sung Moon; Hong, Sunggye
Titel	A Literature Review of Implementing Response to Intervention for English Language Learners
Quelle	In: Journal of Special Education Apprenticeship, 1 (2012) 2, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Response to Intervention; English Language Learners; Literature Reviews; Reading Difficulties; Learning Disabilities; English (Second Language); Second Language Learning; Early Intervention; At Risk Students; Coding; Faculty Development; Direct Instruction; Instructional Effectiveness; Student Needs; Cultural Differences + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Codierung; Programmierung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Kultureller Unterschied
Abstract	Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty-six articles that meet the criteria are analyzed for themes and important findings. The result of the literature review along with the implications of the identified studies is reported. It is identified that direct instruction used in tier 2 is an effective technique when infusing linguistic and cultural aspects of ELL with diverse needs. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01