The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

Abstract

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency (N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 (r = .61) and Year 2 (r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 (r = .75) and Year 2 (r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation (r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores (N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

Get full access to this article

View all access options for this article.

References

August

D. L.

Shanahan

(2006). Synthesis: Instruction and professional development. In August

D. L.

Shanahan

(Eds.), Developing literacy in a second language: Report of the National Literacy Panel. Mahwah, NJ: Lawrence Erlbaum Associates.

August

D. L.

Siegel

(2006). Literacy instruction for language-minority children in special education settings. In August

D. L.

Shanahan

(Eds.), Developing literacy in a second language: Report of the National Literacy Panel. Mahwah, NJ: Lawrence Erlbaum Associates.

Ballard

W. S.

Dalton

E. F.

Tighe

P. L.

(1995). IDEA Oral Language Proficiency Test in English (5th ed.). Los Angeles, CA: Ballard and Tighe.

Chiappe

Siegel

L. S.

Wade-Woolsey

(2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369–400.

Droop

Verhoeven

L. T.

(2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38(1), 78–103.

Echevarria

Graves

(2007). Sheltered content instruction: Teaching English-language learners with diverse abilities (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Elbaum

Vaughn

Hughes

Moody

S. W.

(1999). Grouping practice and reading outcomes for students with disabilities. Exceptional Children, 65(3), 399–415.

Fletcher

Coulter

Reschly

Vaughn

(2004). Alternative approaches to the definitions and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54(2), 304–332.

Foorman

Torgesen

J. K.

(2001). Critical elements of classroom and small group instruction to promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–221.

10.

Francis

D. L.

Rivera

Lesaux

Kieffer

Rivera

(2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Houston, TX: Center on Instruction.

11.

Gersten

Baker

(2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66, 454–470.

12.

Gersten

Baker

S. K.

(2003). English-language learners with learning disabilities. In Swanson

H. L.

Harris

K. R.

Graham

(Eds.), Handbook of learning disabilities (pp. 94–109). New York: Guilford.

13.

Gersten

Baker

S. K.

Haager

Graves

(2005). Exploring the role of teacher quality in predicting reading outcomes for first-grade English learners: An observational study. Remedial & Special Education, 38, 212–222.

14.

Good

R. H.

Kaminski

R. A.

(Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu.

15.

Graves

(1999–2001). Field notes from English language learners research project. Unpublished manuscript, San Diego, CA.

16.

Graves

A. W.

Gersten

Haager

(2004). Literacy instruction in multiple-language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice, 19(4), 262–272.

17.

Graves

A. W.

Placentia-Peinado

Deno

Johnson

(2005). Formatively evaluating the reading progress of first-grade English learners in multiple language classrooms. Remedial & Special Education. 38, 245–255.

18.

Gunn

Biglan

Smolkowski

Ary

(2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. The Journal of Special Education, 34(2), 90–113.

19.

Haager

Gersten

Baker

Graves

(2003). The English language learner observation instrument for beginning readers. In Vaughn

Briggs

K. L.

(Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 200–215). Baltimore: Paul H. Brookes.

20.

Haager

Windmueller

(2001). Early literacy intervention for English language learners at risk for learning disabilities: Student and teacher outcomes in an urban school. Learning Disability Quarterly, 24(4), 235–250.

21.

Jiménez

Gersten

(1999). Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers. American Education Research Journal, 36(2), 265–301.

22.

Kindler

(2002). Survey of the states' limited English proficient students and available educational programs and services, 1999–2000 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

23.

Lesaux

Siegel

(2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005–1019.

24.

Linan-Thompson

Vaughn

Hickman-Davis

Kouzekanani

(2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School journal, 103(3), 221–238.

25.

National Center for Educational Statistics. (2006). National assessment of educational progress, 2005, reading assessments. Washington, DC: U.S. Department of Education.

26.

National Institute of Child Health and Human Development. (2003). National symposium on learning disabilities and English language learners (Symposium Summary). Washington, DC: U.S. Department of Education and the National Institute and Child Health and Human Development.

27.

National Reading Panel. (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

28.

National Research Council. (2002). Disproportionate representation of underrepresented minority groups in special education. Washington, DC: National Academy Press.

29.

Reyes

(1992). Challenging venerable assumptions: Literacy instruction for linguistically different students. Harvard Educational Review, 62(4), 427–446.

30.

Vaughn

Fuchs

(2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146.

31.

Wolf

Bowers

P. G.

Biddle

(2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387–407.

32.

Woodcock

R. W.

(1987). Woodcock Reading Mastery Test, Revised. Circle Pines, MN: American Guidance Services Inc.