The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

Autor/inn/en	McIntosh, Angela Stephens; Graves, Anne; Gersten, Russell
Titel	The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings
Quelle	In: Learning Disability Quarterly, 30 (2007) 3, S.197-212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Urban Schools; Intervention; Reading Fluency; Second Language Learning; Literacy; Classroom Observation Techniques; Native Speakers; English (Second Language); Correlation; Grade 1; Reading Difficulties; Language Proficiency; Achievement Gains; Instructional Effectiveness; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Language skill; Language skills; Sprachkompetenz; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Kalifornien
Abstract	This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency (N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 (r = 0.61) and Year 2 (r = 0.57). The correlation between Cluster II teacher ratings and OF gains was strong in both Year 1 (r = 0.75) and Year 2 (r = 0.70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation (r = -0.81) between the number of students below DIBBLES benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores (N = 51). Patterns of practice among first-grade teachers and patterns among Els who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented. (Contains 1 figure and 3 tables.) (Author).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10