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

Abstract

DEDICATIONThis dissertation is dedicated to my entire family whose time, patience, love, support, encouragement, and hugs helped me to persevere, and to my friend The results of this study showed that ELLs in schools implementing reading R TI were able to achieve predicted reading benchmark levels at the same rate as native English speakers in the same schools. Overall, the number of students reaching benchmark levels was nearly equal in RTI and comparison schools; however, RTI schools had a greater number of ELLs reaching the benchmark. ELLs in R TI schools made the greatest gains in reading scores between assessments as compared to all other groups in the study. The growing numbers of ELLs only increase the importance of effective reading instruction and assessment because reading relies on language learning, visual input (graphemes), and comprehension. The most crucial point in reading education is found in third-grade. It is here where students are expected to transition from learning to read toward reading to learn. Additionally, high-stakes testing generally begins in third-grade. VIIt is for these reasons that research in third-grade reading, especially with ELLs, is important. Theoretical PerspectiveMy inspiration for conducting this research came from two main sources. First, Iam an ESL teacher and ESL teacher educator. I understand the classroom teachers' needs on two levels, pre-service teacher preparation and daily attempts to meet the needs of ESL students. Historically, I believe that mainstream teachers have not been adequately prepared to meet the needs of students who are English language learners.Secondly, I believe student advocacy is one of the most important tasks of educators. This is especially true for elementary students and their families, who may have neither the experience nor voice of older students. ProblemThe growing population of non- , 2008). Whether due to a lack of ESL training, stress in responding to pressures for increasing student achievement, or teachers' cries for help, many teachers are quick to refer ELLs for special education programs. The referral process is complex for ELLs; however, Response to Intervention CRTI) provides a framework to address these issues in the regular classroom prior to referral to special education. Reading InterventionThe purpose of implementing R TI in reading is three fold: 1) identify struggling readers, 2) provide those students with specific instruction, and 3) assess their ongoing In this structured approach, a Tier 2 student would receive reading instruction twice and a Tier 3 student would receive reading instruction three times per day. Each additional tier has a smaller teacher to student ratio and is more focused on specific strategies.R TI has a rich history as a framework for reading remediation with students in special education programs and more recently with students in general education settings.The combination of R TI and ELLs is a recent phenomenon. It is for this reason that research such as this is in limited supply. Henc...