Spanish-speaking English language learners (ELLs) encounter challenges in successfully navigating through the United States educational system. With state and federal laws adding to ELLs’ already lower educational outcomes than that of their English-only peers through a reduction of primary language supports and requirement of high stakes testing, consideration is warranted into the evidence-based interventions aimed to support and promote ELLs’ academic success. Within a tiered Response to Intervention (RTI) model, ELLs’ progress can be examined to determine when they demonstrate the need for additional targeted intervention or even referral for special education assessment. Understanding this progress begins by analyzing ELLs’ growth trajectories through progress monitoring of interventions in order to timely identify, through a data driven method, if lack of anticipated ELLs’ progress requires further examination. Results suggested ELLs in this study were able to make positive growth within the same time frame as their English only peers albeit with different patterns of growth for each group.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-4118 |
| Date | 01 January 2018 |
| Creators | Gilbert, Diana |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
Page generated in 0.0028 seconds