Literaturnachweis - Detailanzeige
Autor/inn/en | Brown, Julie Esparza; Doolittle, Jennifer |
---|---|
Titel | A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners |
Quelle | In: TEACHING Exceptional Children, 40 (2008) 5, S.66-72 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0599 |
Schlagwörter | Intervention; Second Language Learning; English; Special Education; English (Second Language); Language Proficiency; Models; Literacy; Reading Instruction Zweitsprachenerwerb; English language; Englisch; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht |
Abstract | Response to Intervention (RTI) has been heralded by many as the long-awaited alternative to using a discrepancy formula for special education eligibility decisions. RTI focuses on intervening early through a multi-tiered approach where each tier provides interventions of increasing intensity. RTI has the potential to affect change for English language learners (ELLs) by requiring the use of research-based practices based on individual children's specific needs. The focus of this article is to provide an initial framework in the use of RTI that considers students' life experiences, including their language proficiencies in their first and second language, as well as the contexts in which they are taught. (Contains 1 figure.) (ERIC). |
Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |