Response to Intervention for English Learners: Examining Models for Determining Response and Nonresponse

Autor/inn/en	Richards-Tutor, Catherine; Solari, Emily J.; Leafstedt, Jill M.; Gerber, Michael M.; Filippini, Alexis; Aceves, Terese C.
Titel	Response to Intervention for English Learners: Examining Models for Determining Response and Nonresponse
Quelle	In: Assessment for Effective Intervention, 38 (2013) 3, S.172-184 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412461522
Schlagwörter	Response to Intervention; English Language Learners; Kindergarten; Young Children; Spanish Speaking; Phonological Awareness; Phonics; Methods; Benchmarking; Pretests Posttests; English (Second Language); Second Language Learning; Progress Monitoring; California; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Method; Methode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kalifornien
Abstract	Using extant data, the purpose of this study is to examine methods for determining response to intervention (RTI) in a sample of kindergarten English Learners (ELs). Three commonly used methods for determining RTI--(a) benchmark criteria, (b) slope discrepancy, and (c) dual discrepancy--are investigated. Participants included 117 ELs. Students were administered pretests and then provided intervention in phonological awareness and phonics in small groups. Progress was monitored weekly on two Dynamic Indicators of Basic Early Literacy Skills measures, Phoneme Segmentation Fluency and Nonsense Word Fluency. Results indicate that there is very little overlap across the three methods and across the two measures in determining response and nonresponse for kindergarten ELs. The results of the study have implications for continued research regarding response of ELs as well as practical implications regarding which methods and measures should be used to determine response. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10