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ERIC Number: EJ899127
Record Type: Journal
Publication Date: 2008-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 31
ISSN: ISSN-0164-775X
Using the Response to Intervention Framework with English Language Learners
Elizalde-Utnick, Graciela
Communique, v37 n3 p18-21 Nov 2008
There is great controversy in the field of learning disabilities (LD) regarding the establishment of criteria for LD identification. The traditional approach to LD identification is to use the IQ-discrepancy. Lyon and colleagues (2001) point out the numerous problems with such an approach, including faulty assumptions about the adequacy of an IQ score as a measure of learning potential. The use of the discrepancy formula for the identification of LD becomes even more complicated when the student in question is an English Language Learner (ELL; Silverstein & Zhang, 2007). The inappropriate norms and linguistic and cultural bias that is inherent within commonly used assessment tools makes the identification of LD very difficult for ELLs. The response-to-intervention (RTI) framework has been offered as an alternative to the traditional discrepancy approach in the identification of LD. This article discusses the issues involved when applying the RTI framework with ELLs. (Contains 4 resources.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A