READING ACHIEVEMENT OF ELLS AND RESPONSE TO INTERVENTION MODEL

Adrian Jung, Ph.D.

Response to Intervention (RTI)

Is a model used by schools around the US. Result of the Individuals with Disabilities

Education Improvement Act of 2004 (IDEA, 2004) and No Child Left Behind Act (NCLB).

Scientifically-based instructional practices to be used (Cummings, Atkins, Allison, & Cole, 2008, p. 24).A paradigm shift from

deficit to at risk.

Basis for RTI Model RTI relies on quality instruction

Needs of ELLs and at-risk students identified by skilled teachers (McMaster, Kung, Han, & Cao (2008).

All can benefit Language abilities no longer an issue Instruction starts where children are at Instruction tied to evidence/scientifically-

based practices (Xu & Drame, 2008).

RTI Model

RTI Model regarded as alternative to current practice

addressed disproportionate numbers of children qualifying for special ed. services and increase in ELL student populations.

English Language Learners (ELLs)

ELLs often placed in special education classrooms (Orosco & Klinger, 2010).

RTI important in decreasing the over representation of ELL populations in special education settings, (McMaster, Kun, Han, & Cao, 2008).

Importance of RTI for ELLsAdditional source of data gathered from instruction. RTI procedures assist schools (Rinaldi & Samson, 2008).

Students can be identified and academic failure addressed early (Mellard, 2004).

“Identifying students who are not achieving at the same level and rate as their peers and providing appropriate interventions are two features that RTI advocates emphasize” (Mellard, 2004, p. 1).

RTI Research There are gaps in the research on

how RTI affects the academic performance of ELLs.

ELLs often grouped with English Only students.

Districts given freedom in their interpretation of RTI guidelines.

Language Development

There are correlations between oral language delay and reading difficulties. (Lovett et al., 2008).

The success of RTI may be validated after a review of instruction.

ELL participant data results have been skewed.

Assessments Measurement of reading achievement

happens at the end of second grade. Concerns are warranted. Teacher competency in teaching reading

acquisition is limited (Brown & Doolittle, 2008). Fidelity to research based practices needed

Research-Based Practices ELLs respond to direct reading

instruction (Haager, Calhoon & Linan-Thompson, 2007).

ELLs benefit from effective instructional practices, targeted assessment (Brown & Doolittle, 2008, Wanzek, Wexler, Vaughn, & Ciullo, 2010). Examples include:

small group support language support/remediation

The purpose of this study/research was

to examine the relationship between RTI and the reading acquisition of ELLs.

Targeted Areas of Research Researched:

RTI and ELLs in general education settings. Pre-service teacher programs. Acquisition of grade level reading skills ELLs as an independent population

METHODS

Setting and Participants

An Urban K-8 school district in LA and OC Two of the seven elementary schools in

the district 130 (EL) & 227 (EO): 2010-2011 122 (EL) & 174 (EO): 2011-2012

Both schools used reading assessment data from CST and teacher-administered reading assessments to determine grouping for ELLs and EOs.

Instrument and Data Collection Repeated-measures design with English

proficiency as the one between-groups factor, and California Standardized Tests (CST) as the one repeated-measures factor with three levels.

collected CST scores for both ELL and EO students over the course of two years

Scores were separated according to the language designation of the student earning the score.

RESULTS

Table 2 Difference in reading progress between two groups

Source df F Sig. Groups 1

216

7.40

.01* *p<0.5

CONCLUSIONDISCUSSIONLIMITATIONSIMPLICATIONSRECOMMENDATIONS

Discussion & Conclusion

RTI significantly impacts schools on multiple levels The relationship b/w reading progress for

ELLs and participation in RTI ELLs would demonstrate a faster rate of

reading achievement than ELLs who did not participate in RTI

Limitations

Conducted in a district that serves a largely homogeneous community

Served by the district contains a relatively homogeneous population

Because the focus was on reading, other subjects commonly addressed in RTI, such as math, were not studied.

Limitations also include examining the relationship between RTI and ELL reading achievement over a period of two years.

Implications

School administrators can use the results of this study to guide their RTI model implementation.

Recommendations

Need for longitudinal data Study of a more diverse sample RTI and older students.