Assessing the Effectiveness of the Response to Instruction Model for English Language Learners by Utilizing a Non-language-based Intervention
The purpose of the current investigation was to examine the use of the Response to Intervention (RTI) model for English Language learners (ELLs) by using a computerized constant time delay procedure (CTD) that de-emphasized the use of language. Forty-five ELLs, 22 native English speakers, and five students with a diagnosis of mild mental retardation participated in the study. A computer-administered CTD procedure was utilized for paired associate tasks. The study found differences and patterns in students performances that could be used to differentiate responders and non-responders to intervention. An interesting finding was that once the students were divided into groups based on their performance, there was no difference found between the population groups (i.e., ELLs, native English speakers, and students with mental retardation). By assessing the students responses to intervention with a non-language-based intervention, the study provided useful information for the establishment of a non-discriminative, efficient, and practical approach for assessment with ELLs.
Advisor:Doris Carver; Kristin A Gansle; Jeffrey H Tiger; Frank M Gresham; George H Noell
School:Louisiana State University in Shreveport
School Location:USA - Louisiana
Source Type:Master's Thesis
Date of Publication:09/17/2008