NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ900890
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0040-5841
Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners
Barrera, Manuel; Liu, Kristin Kline
Theory Into Practice, v49 n4 p273-280 2010
The assessment for accurate identification and appropriate instruction of English language learners (ELLs) with learning-related disabilities has remained a chronic source of concern. One source of concern that has gone relatively unchallenged is the use of general outcomes measurement (GOMs). The authors examine the problems and challenges of using outcome measures within the response to intervention (RTI) model in the identification and assessment of ELLs who struggle in schools and are suspected of having learning disabilities. They argue here that, despite its importance as a viable form of assessment, GOMs and, concomitantly, RTI may exhibit risks for these learners. In particular, the unique characteristics of ELLs with and without disabilities are often inadequately addressed in current research and practice. The authors review recent educational research on GOMs with respect to ELLs and present current trends in this body of work, along with discussing suggestions and recommendations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A