Response to intervention and English-language learners: instructional and assessment considerations

Related Content
Author
Author
Linan-Thompson, S.; Ortiz, A.
Journal
Seminars in Speech and Language
Details
Resource Type
Journal
Acquisition Number
BE025395
Published Date
05-26-2015 3:55 PM
Published Year
2009
Number of Pages
16
Language(s)
Subscription Only
No
Abstract
This article presents issues associated with the implementation of a three-tier response to intervention (RTI) approach with English-language learners (ELLs). Instructional and assessment considerations are discussed particularly as they pertain to issues of language and literacy development. Opportunities for collaboration among bilingual education, English as a second language, and general education teachers, and speech-language pathologists are identified. In addition to effective Tier 1 and Tier 2 interventions, prerequisites to the success of RTI approaches for ELLs are discussed, including school climate and effective instruction.
Topics
Response to Intervention
Research
Research
Literacy
English Learners
English Learners