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

Angela Stephens Mcintosh · Anne W. Graves · Russell M. Gersten

32 citations0/0 files storedLearning Disability Quarterly

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Reading and Literacy Development Early Childhood Education and Development Behavioral and Psychological Studies

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 = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .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 = -.81) between the number of students below DIBELS 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.

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References

2018Dynamic Indicators of Basic Early Literacy Skills 2014Woodcock Reading Mastery Tests–Revised 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 2000Naming-Speed Processes, Timing, and Reading 2004Handbook of Learning Disabilities 2003Language proficiency and reading ability in first‐ and second‐language learners 2003The Development of Reading in Children Who Speak English as a Second Language.2001Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children

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2014Critical Practice Analysis of Special Education Policy 2012Considering the Needs of English Language Learner Populations 2012Interrogating Instruction and Intervention in RTI Research With Students Identified as English Language Learners 2011Two Studies of Tier II Literacy Development: Throwing Sixth Graders a Lifeline 2015Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students

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