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ERIC Number: EJ881151
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-0022-2194
One School's Implementation of RTI with English Language Learners: "Referring into RTI"
Orosco, Michael John; Klingner, Janette
Journal of Learning Disabilities, v43 n3 p269-288 2010
The purpose of this study was to determine how a response-to-intervention (RTI) model was implemented with a large percentage of Latino English language learners who were having reading difficulties in an urban elementary school at the primary level (K-2). The authors sought to describe school personnel's perceptions of RTI, what the model looked like in their school, and the challenges they faced. The authors focused on how teachers' understandings, beliefs, judgments, professional development, and training affected the RTI decision-making process by investigating classroom-based literacy instruction and problem-solving meetings. This study contributes to the literature by presenting a qualitative, in-depth description of how teachers implemented an RTI model for English language learners. These themes were intertwined and functioned as a negative cycle that created a deficits-based RTI literacy model. (Contains 1 figure and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A