Evaluating Responsiveness to Intervention for English-Language Learners: A Comparison of Response Modes on Letter Naming Rates

Gilbertson, Donna; Maxfield, Janie; Hughes, J. Carl

doi:10.1007/s10864-007-9039-9

Cited by 8 publications

(3 citation statements)

References 26 publications

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“…Studies of specific instructional methods and interventions tailored to CLD students' needs show that finding the right intervention is essential (Gilbertson, Maxfield, & Hughes, 2007). Explicit instruction in phonological awareness and/ or vocabulary that build on the students' literacy skills in L1 and L2 have been demonstrated to be effective (Leafstedt et al, 2004;Pollard-Durodola, Mathes, Vaughn, Cardenas-Hagan, & Linan-Thompson, 2006).…”

Section: Instruction and Interventionmentioning

confidence: 99%

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

Scott

Hauerwas

Brown

2013

Learning Disability Quarterly

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This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state’s regulatory criteria for SLD, as well as state guidance documents on SLD, response to intervention, referral processes, and English Language Learners. States varied regarding the degree to which they provided legislation and/or guidance for practices of identifying SLD in CLD students. Findings were organized around four promising practices: (1) assessment, (2) personnel, (3) instruction and intervention, and (4) systemic integration of general education, special education, and English as a Second Language. Implications for policy, practice, and future research are discussed.

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Section: Instruction and Interventionmentioning

confidence: 99%

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

Scott

Hauerwas

Brown

2013

Learning Disability Quarterly

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“…As previously mentioned, it is challenging to determine whether an El's low scores on tests are the result of limited English proficiency, lack of familiarity with the testing process, inadequate norms, test bias, or an actual learning disability (Chu & Flores, 2011;ortiz et al 2011;Sandberg & reschly, 2011). moreover, it is also difficult to determine whether academic challenges are the result of a learning disability or other possible environmental factors, such as poor academic instruction, lack of language proficiency, lack of language instructional support, culture and acculturation, and/or lack of motivation (Gilbertson, maxfield, & hughes, 2007;mcCardle et al, 2005). In addition, it is challenging to distinguish between Els with lower levels of language proficiency and students with learning disabilities because the two groups can often share many of the same characteristics, such as poor comprehension, difficulty following directions, difficulty completing tasks, and a tendency to make grammatical errors (Chu & Flores, 2011;ortiz & maldonado-Colon, 1986;ortiz & yates, 2001;Sandberg & reschly, 2011).…”

Section: Special Education Assessment Of English Learnersmentioning

confidence: 99%

“…CBms are useful in monitoring a student's progress because of their ecological validity and their sensitivity to growth over short periods. CBms can also distinguish between ineffective instruction and inadequate individual learning by constantly comparing students' progress with that of peers in the same environment (Gilbertson et al, 2007).…”

Section: Ecologically Valid Assessment Datamentioning

confidence: 99%

Response to intervention and bilingual learners: Promises and potential problems.

Christo¹,

Crosby²,

Zozaya³

Assessing Bilingual Children in Context: An Integrated Approach.

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Assessment is performed in schools for both group-based and individual student-based objectives. Group-based objectives include assessments that provide data for school accountability or for evaluating particular programs. Assessment of an individual student is undertaken for a variety of purposes. For example, teachers routinely assess students on content to determine appropriate placement in the curriculum or to ascertain whether a student has mastered the curriculum. Such assessments are considered informal and are often criterion referenced; that is, students performing at a certain level are placed in a particular level of the curriculum, or a given criterion is used to indicate mastery of the material. Such assessments may also be used to place students in leveled reading or math programs. In addition, these assessments identify students who may be at risk of academic failure.Individuals, primarily those considered at risk, are also assessed to determine whether they are making progress and how much progress they are making

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A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children

Fontenot

Uwayo

Avendano

et al. 2019

Behav Analysis Practice

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Evaluating Responsiveness to Intervention for English-Language Learners: A Comparison of Response Modes on Letter Naming Rates

Cited by 8 publications

References 26 publications

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

Response to intervention and bilingual learners: Promises and potential problems.

A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children

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