title: Response to intervention and English-language learners: instructional and assessment considerations.
abstract: This article presents issues associated with the implementation of a three-tier response to intervention (RTI) approach with English-language learners (ELLs). Instructional and assessment considerations are discussed particularly as they pertain to issues of language and literacy development. Opportunities for collaboration among bilingual education, English as a second language, and general education teachers, and speech-language pathologists are identified. In addition to effective Tier 1 and Tier 2 interventions, prerequisites to the success of RTI approaches for ELLs are discussed, including school climate and effective instruction.
authors.affiliation: The University of Texas, Austin, Texas, USA. sylvialt@mail.utexas.edu
authors.forename: Sylvia
authors.initials: S
authors.lastname: Linan-Thompson
authors.forename: Alba A
authors.initials: AA
authors.lastname: Ortiz
mesh_terms: D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D004493:Education / Q000379:methods*; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis; D007859:Learning Disabilities / Q000175:diagnosis; D019303:Multilingualism; D024382:Professional Role; D011932:Reading; D012574:Schools; D013066:Speech-Language Pathology / Q000379:methods; D013334:Students; D013663:Teaching / Q000379:methods