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Journal of Learning Disabilities, Vol. 39, No. 5, 390-398 (2006)
DOI: 10.1177/00222194060390050201

The Response to Intervention of English Language Learners at Risk for Reading Problems

Sylvia Linan-Thompson

The University of Texas at Austin, sylvialt{at}mail.utexas.edu

Sharon Vaughn

University of Texas

Kathryn Prater

University of North Carolina, Greensboro

Paul T. Cirino

University of Houston

The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.


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