Interrogating Instruction and Intervention in RTI Research With Students Identified as English Language Learners

Thorius, Kathleen King; Sullivan, Amanda

doi:10.1080/10573569.2013.741953

Cited by 19 publications

(17 citation statements)

References 46 publications

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“…This team, the Behavior Intervention Team (BIT), meets together once a week to discuss the 'best' strategies to reach the student and engage the family within the student's learning. Specific to ELLs, some of these strategies may include Sheltered Instruction Observation Protocol (SIOP) (Kareva & Echevarria, 2013;Daniel & Conlin, 2015) or even Response To Intervention (RTI) (Thorius & Sullivan, 2012;Castro-Villarreal, Rodriguez, & Moore, 2014).…”

Section: Deficit Theorymentioning

confidence: 99%

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Parsons¹,

Shim²

2019

ELT

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This study reports the findings from an exploration of K-12 administrators in a rural state about how they can more effectively engage and involve families of English language learners (ELLs). The guiding questions for this study are: (1) How does the role of administrators influence the engagement and involvement of ELL parents within K-12 education? (2) What can administrators do within their districts specific to their district in order to facilitate ELL parental engagement and involvement? Through an online survey and in-person interviews, the authors focus specifically on the perceived level of engagement of ELL families as it pertains to districts in general and a specific district. Furthermore, preconceived notions of expectations and language differences and the effectiveness of programs currently offered overall throughout the rural state are explored. Finally, the authors offer suggestions on how to better involve and engage ELLs and their families.

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Section: Deficit Theorymentioning

confidence: 99%

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Parsons¹,

Shim²

2019

ELT

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“…However, the sole effect of the phonological components was not investigated in these studies. Furthermore, Thorius and Sullivan (2013) synthesized studies with ELL students in the Response to Intervention setting and found that most of the studies were conducted at Tier 2 level, where the instruction is targeted at struggling readers and is delivered relatively intensively and in small group. In contrast, studies investigating the instructional effects in general educational setting are scarce.…”

Section: Phonological-based Instruction In the Efl Contextmentioning

confidence: 99%

“…For example, some English teachers took phonics instruction as an easy way out, because they were not confident in conversing in English themselves (Zhou and Mcgride-Chang, 2009). research reviews with english-language learners (ell) in english-Dominant societies Several literature reviews have been conducted on the topic of effectiveness of phonological-based instruction with the ELL, who learn English as their second language in English-dominant societies (Thorius and Sullivan, 2013;Stephens, 2014;RichardsTutor et al, 2015). National reading panel reported that ELL students generally respond to phonological-based instruction as well as English-native-speaking students (August et al, 2009).…”

Section: Phonological-based Instruction In the Efl Contextmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills, including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design is needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.

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“…More specifically, 86 % of African American and 82 % of Hispanic/Latino eighth graders read below grade level compared to 59 % White eighth graders, with similar percentages for math (U.S. DOE 2012). Furthermore, African Americans/Blacks are overrepresented in special education programs nationally, while ELLs are increasingly overrepresented in southwestern states Thorius and Sullivan 2013). Only 56 % of students receiving special education services complete high school with a regular diploma, while approximately 26 % drop out (U.S. DOE 2011).…”

Section: School-age Population and Diversitymentioning

confidence: 99%

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

Proctor

Simpson

Levin

et al. 2014

Contemp School Psychol

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Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school psychologists and school psychology graduate students. The article also examines the research related to recruitment of REL diverse individuals into the field. Based on an examination of the strengths and limitations of the existing body of knowledge, recommendations for future research and practice related to recruiting REL diverse individuals in school psychology graduate education are presented.

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Interrogating Instruction and Intervention in RTI Research With Students Identified as English Language Learners

Cited by 19 publications

References 46 publications

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

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