Culturally Appropriate Context: Unlocking the Potential of Response to Intervention for English Language Learners

English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.

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Culturally Appropriate Math Problem-Solving Instruction With English Language Learners

School Psychology Review ◽

10.1080/2372966x.2020.1717243 ◽

2020 ◽

Vol 49 (2) ◽

pp. 144-160

Author(s):

Carla Luevano ◽

Tai A. Collins

Keyword(s):

English Language Learners ◽

Problem Solving ◽

Language Learners ◽

English Language ◽

Culturally Appropriate ◽

Math Problem ◽

Math Problem Solving

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

Learning Disability Quarterly ◽

10.2307/30035563 ◽

2007 ◽

Vol 30 (3) ◽

pp. 185-195 ◽

Cited By ~ 30

Author(s):

Sylvia Linan-Thompson ◽

Paul T. Cirino ◽

Sharon Vaughn

Keyword(s):

At Risk ◽

English Language Learners ◽

Response To Intervention ◽

Reading Instruction ◽

Language Learners ◽

Reading Fluency ◽

English Language ◽

First Grade ◽

The Mean ◽

Not At Risk

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.

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“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

Language and Literacy ◽

10.20360/g28593 ◽

2012 ◽

Vol 14 (3) ◽

pp. 83 ◽

Cited By ~ 9

Author(s):

Nina Lee Webster ◽

Chunlei Lu

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

English Language Learner ◽

English Language ◽

Literature Search ◽

First Language ◽

Language Learner ◽

Culturally Appropriate ◽

Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

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The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners

Perspectives on School-Based Issues ◽

10.1044/sbi11.3.99 ◽

2010 ◽

Vol 11 (3) ◽

pp. 99-106 ◽

Cited By ~ 2

Author(s):

Linda I. Rosa-Lugo ◽

Elizabeth Rivera ◽

Terrie Kate Rierson

Keyword(s):

English Language Learners ◽

Response To Intervention ◽

Language Learners ◽

English Language ◽

Dynamic Assessment ◽

School Age ◽

Language Differences ◽

Idea 2004 ◽

Rti Model

Response to Intervention (RtI) has been recommended in IDEA (2004) as an alternative approach for addressing the needs of all learners. This article discusses the role of dynamic assessment (DA) within the RtI Model for school-age English Language Learners (ELLs). This article provides an overview of DA and RtI, notes their similarities and differences, and discusses the usefulness of DA and RtI in helping speech-language pathologists (SLPs) discriminate language differences from language disorders and monitor progress in ELLs. A case study is presented to demonstrate how SLPs can use DA and RtI in the assessment of ELLs.

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English Language Learners and the Response to Intervention Model

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch023 ◽

2016 ◽

pp. 569-593

Author(s):

Melissa Christine Higgins

Keyword(s):

English Language Learners ◽

Response To Intervention ◽

Language Learners ◽

Language Impairment ◽

English Language ◽

Successful Implementation ◽

Education Programs ◽

Speech And Language Impairment ◽

Rti Model ◽

Research Based Interventions

English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.

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Promises and Cautions regarding Using Response to Intervention with English Language Learners

Learning Disability Quarterly ◽

10.2307/30035565 ◽

2007 ◽

Vol 30 (3) ◽

pp. 213-218 ◽

Cited By ~ 16

Author(s):

Diane Haager

Keyword(s):

Learning Disabilities ◽

English Language Learners ◽

Response To Intervention ◽

Reading Instruction ◽

Language Learners ◽

English Language ◽

Special Issue ◽

Students With Learning Disabilities ◽

Future Directions ◽

Key Points

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes future directions for research.

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