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ERIC Number: ED551195
Record Type: Non-Journal
Publication Date: 2012
Pages: 306
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1267-7340-13
Meeting the Needs of ELLs with Response to Instruction and Intervention: A Mixed Methods Case Study Focusing on the Implementation of Tier 2 Intervention
Nguyen-Quang, Florence
ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles
The purpose of this study was to examine how the Response to Instruction and Intervention (RtI2) framework was implemented at a culturally, ethnically, and linguistically diverse urban school. This study also evaluated the effectiveness of Burst: Early Literacy Intervention (Wireless Generation®, 2009), a Tier 2 intervention program, in regards to ELLs reading achievement. The investigation was conducted using a mixed methods case study research design. Controlling for ELD level, ANCOVA results showed no significant difference between the DIBELS Composite scores: there was no significant difference between Gains_1 (gain in DIBELS scores from BOY to MOY) for Burst and non Burst students (F = 1.32, p < 0.26). The qualitative findings resulted in the following three themes: (a) school culture, (b) teacher perceptions and core beliefs, and (c) factors that contribute to positive student outcomes. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)