Evaluating responsiveness to intervention for english-language learners: A comparison of response modes on letter naming rates

Journal of Behavioral Education

Volumn 16, Issue 3, 2007, Pages 259-279

  Gilbertson, Donna ^a   Maxfield, Janie ^a   Hughes, John ^a  

^a UTAH STATE UNIVERSITY   (United States)

Author keywords

Academic intervention; Early literacy; English Language Learners; Response mode; Responsive to intervention

Indexed keywords

EID: 34548239779     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-007-9039-9     Document Type: Article

References (41)

1. Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300.
2. August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academy Press.
3. Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19, 163-197.
4. Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. G. (2003). Direct instruction reading. New Jersey: Prentice Hall.
5. Del Vecchio, A., & Guerreo, M. (1995). Handbook of English language proficiency tests. Albuquerque, NM: Evaluation Assistance Center, Western Region.
6. DeKeyser, R. M., & Sokalski, K. J. (2001). The differential role of comprehension and production practice. Language Learning, 51, 81-112.
7. Erlam, R. (2003). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning: Results from an experimental study. Studies in Second Language Acquisition, 25, 559-582.
8. Fuchs, L., Fuchs, D., & Speece, D. (2003). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33-45.
9. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-Language learners. Exceptional Children, 66, 454-470.
10. Gilbertson, D., & Bluck, J. (2006). Improving responsiveness to intervention for ELLs: A comparison of instructional pace on letter naming rates. Journal of Behavioral Education (in press).
11. Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
12. Good, R. H., & Kaminski, R. (2002). Dynamic Indicators of Basic Early Literacy Skills 6th edition. Eugene, OR: Institute for the Development of Educational Achievement. At dibels.uoregon.edu.
13. Good, R. H., & Shinn, M. R (1990). Forecasting accuracy of slope for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment, 12, 179-193.
14. Good, R., Simmons, D., Kame'enui, E., Kaminski, R., & Wallin, J. (2002). Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade (Technical Report No. 11). Eugene, OR: University of Oregon.
15. Good, R. H., Gruba, J., & Kaminski, R. (2001). Best practices using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. In: A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 679-700). Washington, DC.: National Association of School Psychologist.
16. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In: R. Bradley, & L. Danielson (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum.
17. Hayes, J. A., Smith, P. M., & Murphy, V. A. (2005). Modality effects in compounding with English inflectional morphology. British Journal of Psychology, 96, 295-311.
18. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.
19. Klingner, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD?. Journal of Learning Disabilities, 39, 108-128.
20. Martella, R. C., Nelson, R., & Marchand-Martella, N. E. (1999). Research methods: Learning to become a critical consumer. Boston: Allyn and Bacon.
21. Marlowe, W., Egner, K., & Foreman, D. (1997). Story comprehension as a function of modality and reading ability. Journal of Learning Disabilities, 12, 194-197.
22. Marsden, E. (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input. Language Learning, 56, 507-566.
23. Martson, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539-544.
24. McCardle, P., Mele-McCarthy, J., & Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research & Practice, 20, 68-78.
25. Noell, G. H., Gilbertson, D., VanDerHeyden, A. M., & Witt, J. (2005). Ecobehavioral assessment and intervention for culturally diverse at-risk students. In: C. L. Frisby, & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 904-927). New Jersey: John Wiley & Sons.
26. Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85-111.
27. Skinner, C. H., Belfiore, P., Mace, H., & Williams-Wilson, S. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
28. Skinner, C. H., Fletcher, P. A., & Henington, C. (1996). Increasing learning rates by increasing student response rates: A summary of research. School Psychology Quarterly, 11, 313-325.
29. Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
30. Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248.
31. Tanaka, T. (2001). Comprehension and production practice in grammar instruction: Does their combined use facilitate second language acquisition? JALT Journal, 23, 6-30.
32. U.S. Department of Education. (2002). No Child Left Behind Act of 2001. Retrieved July 25, 2006, from http://www.ed.gov/policy/elsec/leg/esea02/index. html
33. VanDerHeyden, A. H., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225-256.
34. VanPatten, B., & Sanz, C. (1995). From input to output: Processing instruction and communicative tasks. In: F. R. Eckman, D. Highland, D. P. W. Lee, J. Mileham, & J. R. R. Weber (Eds.), (Second language acquisition theory and pedagogy (pp. 169-185). NJ: Lawrence Erlbaum.
35. VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77, 45-57.
36. VanPatten, B. (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers.
37. Vaughn, S., & Fuchs, L. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and pitfalls. Learning Disability Research & Practice, 18, 137-146.
38. Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, D. J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20, 58-67.
39. Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedure of applied behavior analysis with exceptional students. Boston: Allyn and Bacon.
40. Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23, 345-368.
41. Zehler, A., Fleischman, H., Hopstock, P., Stephenson, T., Pendzick, M., & Sapru, S. (2003). Policy report: Summary of findings related to LEP and SPED-LEP students. Arlington, VA: Development Associates.