EPY402article review 2
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School
Wilmington University *
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Course
402
Subject
Linguistics
Date
Feb 20, 2024
Type
Pages
4
Uploaded by UltraPartridgeMaster194
Research article review week 2 Elizabet Molina Wilmington University Epy402 spring 1/27/21
In the article “Considerations for English language learners” by Claudia Rinalda, Samuel Ortiz and Sue Gamm (2021) the authors explains the way they are using RTI in order to identify students and take the best support to those students who are ELLS, students with learning disability or those who are culturally and linguistically diverse to help determine their special education eligibility. The article talks about the way ELL students receive different education services than those with an IEPs, where it is very important for parents to be more involved in the process in order to be able to provide important information about their child needs. The ELL students would have to go through the tiered intervention and receive ESL services to support their needs. It also talks about some of the characteristics of an effective tiered instruction for CLD students. The students that go through tier 2 and 3 interventions would be those students that are not responding to interventions to the same level as their peers; they will be placed as ELL students for more special education. The article also shows how to properly be able to culturally be responsive in the classroom and in the assessment and other practices to achieve good results. Such as being able to correctly measure language proficiency in both languages, assess students on their native language, use authentic curriculum, and do universal screening. It's really important to be able to support students with or without disabilities or learning difficulties on their academic skills. In order to find the right special services and support educators do need to assess students in order to understand their issues. ELL students are often miss understood since they don't have a physical disability, they only have learning disabilities that include mostly the oral and reading section. Where ELL students would have problems with the basic skills in either one or both languages
.
Having these students go through the same process with the tiered intervention where
they would collect data of the students in order figure out if they would move to the
tiered 2 and 3 and with support of ESL service. I was an ELL student from 3-9 grade. I
went through a lot of assessments on other native or no native language in order to be
placed on the right intervention group. From 3rd grade until 4th grade I had ESL service
supporting throughout my education from 5th - 9th no longer received those services
but school would constantly still be assessing collecting data.
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References
Gorski, D. (n.d.). LD Identification Toolkit Considerations for ELL. Retrieved from
http://rtinetwork.org/getstarted/sld-identification-toolkit/ld-identification-toolkit-
considerations-for-el l