Early Literacy Interventions for English Language Learners: Support for an RTI Model

2005 ◽  
Vol 10 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Krista Healy ◽  
Mike Vanderwood ◽  
Danielle Edelston
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Literacy Interventions ◽  
Rti Model

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

English Language Learners and the Response to Intervention Model

2015 ◽  
pp. 198-222 ◽  
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.

Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

2016 ◽  
Vol 38 (3) ◽  
pp. 161-171 ◽  
Author(s):  
Jennifer L. Zoski ◽  
Karen A. Erickson
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Linguistic Awareness

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.

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

2010 ◽  
Vol 11 (3) ◽  
pp. 99-106 ◽  
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.

English Language Learners and the Response to Intervention Model

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.

Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

2009 ◽  
Vol 32 (3) ◽  
pp. 143-162 ◽  
Author(s):  
Lisa Klett Gyovai ◽  
Gwendolyn Cartledge ◽  
Lefki Kourea ◽  
Amanda Yurick ◽  
Lenwood Gibson
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Reading Intervention ◽  
English Language ◽  
Early Reading ◽  
First Grade ◽  
Literacy Skills ◽  
Baseline Design ◽  
Early Reading Intervention

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten

2012 ◽  
Vol 26 (6) ◽  
pp. 889-912 ◽  
Author(s):  
Karen L. Ford ◽  
Sonia Q. Cabell ◽  
Timothy R. Konold ◽  
Marcia Invernizzi ◽  
Lauren B. Gartland
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Spanish Speaking
Sign in / Sign up

Export Citation Format

Share Document