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Semin Speech Lang 2009; 30(2): 105-120
DOI: 10.1055/s-0029-1215718
© Thieme Medical Publishers

Response to Intervention and English-Language Learners: Instructional and Assessment Considerations

Sylvia Linan-Thompson1 , Alba A. Ortiz1
  • 1The University of Texas at Austin, Austin, Texas
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Publication History

Publication Date:
27 April 2009 (online)

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ABSTRACT

This article presents issues associated with the implementation of a three-tier response to intervention (RTI) approach with English-language learners (ELLs). Instructional and assessment considerations are discussed particularly as they pertain to issues of language and literacy development. Opportunities for collaboration among bilingual education, English as a second language, and general education teachers, and speech-language pathologists are identified. In addition to effective Tier 1 and Tier 2 interventions, prerequisites to the success of RTI approaches for ELLs are discussed, including school climate and effective instruction.

KEYWORDS

English-language learners - response to intervention - language disorders - learning disabilities

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Sylvia Linan-ThompsonPh.D. 

The University of Texas, College of Education, 1 University Station

SZB D5300, Austin, TX 78712

Email: sylvialt@mail.utexas.edu

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