Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

English Language Learner;ELL;Response to intervention;Reading intervention;English as a Second Language;ESL;Elementary reading achievement

Philip Kiersten Sapienza

University:University of Louisville

Department:College of Education and Human Development

关键词: English Language Learner;    ELL;    Response to intervention;    Reading intervention;    English as a Second Language;    ESL;    Elementary reading achievement;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=2262&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

Teaching reading in the mainstream classroom is a challenge. This challenge iscompounded when trying to meet the needs of English language learners. Recently,Response to Intervention (RTI) has been suggested as a framework for classroomteachers to use in order to meet the wide range of needs of their students.The purpose of this study was to evaluate the effectiveness of an RTI readinginstructional model when used with English language learners (ELLs) in mainstreamclassrooms. A mixed-method, quasi-experimental, pre/post design was implemented. Apurposive sample was drawn from third grade students in schools that integrated ELLsand native English speakers. Dynamic Indicators of Basic Early Literacy Skills(DIBELS) and the Developmental Reading Assessment (DRA) were used to assessReading achievement. Student reading assessment scores from the end of second gradewere used as a covariate. Data were analyzed using MANCOVA. Further analysis of theELLs included in the study was conducted using MANCOVA with Assessing Comprehension and Communication in English State-to-State (ACCESS) readingsubsections as a covariate.The results of this study showed that ELLs in schools implementing reading RTIwere able to achieve predicted reading benchmark levels at the same rate as nativeEnglish speakers in the same schools. Overall, the number of students reachingbenchmark levels was nearly equal in RTI and comparison schools; however, RTIschools had a greater number of ELLs reaching the benchmark. ELLs in RTI schoolsmade the greatest gains in reading scores between assessments as compared to all othergroups in the study.