Response to instruction, English language learners and disproportionate representation: the role of assessment

Response to Intervention (RtI), a cyclical process that incorporates assessment and instruction, is both an approach to prevent learning difficulties and to establish student eligibility for special education. Assessment results are used to determine students' initial knowledge and skill, their...

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Bibliographic Details
Published in:Psicothema 2010-11, Vol.22 (4), p.970-974
Main Author: Linan-Thompson, Sylvia
Format: Article
Language:English
Subjects:
Child
Child, Preschool
Dyslexia - diagnosis
Dyslexia - psychology
Dyslexia - rehabilitation
Early Intervention (Education) - methods
Educational Measurement
Humans
Language
Learning disabilities
Learning Disorders - diagnosis
Learning Disorders - psychology
Learning Disorders - rehabilitation
Mass Screening - methods
Models, Theoretical
Outcome Assessment (Health Care)
Reading
Teaching - methods
United States
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Summary:Response to Intervention (RtI), a cyclical process that incorporates assessment and instruction, is both an approach to prevent learning difficulties and to establish student eligibility for special education. Assessment results are used to determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided. Although this process is preferable to the IQ/achievement discrepancy model for determining the presence of specific learning disabilities, there are still a number of unresolved issues related to the assessment procedures in use. A pressing issue is the identification of measures and procedures that identify students with the greatest precision thus reducing inappropriate identification.
ISSN:0214-9915
1886-144X