Determining English Language Learners' Response to Intervention: Questions and Some Answers

Autor/inn/en	Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon
Titel	Determining English Language Learners' Response to Intervention: Questions and Some Answers
Quelle	In: Learning Disability Quarterly, 30 (2007) 3, S.185-195 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Intervention; Reading Fluency; Second Language Learning; Criteria; Raw Scores; Grade 2; Benchmarking; Grade 1; Reading Instruction; English (Second Language); Decoding (Reading); Reading Comprehension; Oral Reading; Comparative Analysis; Bilingual Students; Spanish Speaking; Predictor Variables; Program Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Dekodierung; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Prädiktor
Abstract	Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education. (Contains 2 tables.) (Author).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10