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ERIC Number: ED550203
Record Type: Non-Journal
Publication Date: 2011
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-9538-8
The Relationship between Cognitive Academic Levels of Proficiency and Response to Intervention Tier Assignment and the Implications for Special Education
Garcia-Bonery, Lillian
ProQuest LLC, Ph.D. Dissertation, Texas Woman's University
The purpose of this study was to examine the relationship(s) between a student's Cognitive Academic Language Proficiency (CALP) levels of proficiency and Response to Intervention tier (RtI) assignment for academic instruction and the Texas English Language Proficiency Assessment System (TELPAS) scores. The CALP levels were derived from Woodcock-Munoz Revised and the Texas English Language Proficiency Assessment System (TELPAS) that were administered in spring 2011. There were 69 participants who were randomly selected by the school Principal from all students currently receiving services in RtI tier 2 and 3. Data analysis included descriptive statistics and Chi Square. Data analysis indicated statistically significant relationship between Spanish CALP levels of proficiency and RtI tier assignment. The English CALP scores did not show a relationship. Further there was a significant relationship between the TELPAS scores of Listening, Speaking, Writing, and RtI tier assignment. Reading scores were meaningful but Cramer's V reflected a weak relationship at 0.224. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Munoz Language Survey