A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

Autor/inn/en	Brown, Julie Esparza; Doolittle, Jennifer
Titel	A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Quelle	In: TEACHING Exceptional Children, 40 (2008) 5, S.66-72 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Intervention; Second Language Learning; English; Special Education; English (Second Language); Language Proficiency; Models; Literacy; Reading Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English language; Englisch; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht
Abstract	Response to Intervention (RTI) has been heralded by many as the long-awaited alternative to using a discrepancy formula for special education eligibility decisions. RTI focuses on intervening early through a multi-tiered approach where each tier provides interventions of increasing intensity. RTI has the potential to affect change for English language learners (ELLs) by requiring the use of research-based practices based on individual children's specific needs. The focus of this article is to provide an initial framework in the use of RTI that considers students' life experiences, including their language proficiencies in their first and second language, as well as the contexts in which they are taught. (Contains 1 figure.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10