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Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235–251.
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16.
Algozzine, K., & Algozzine, B. (2007). Classroom instructional ecology and school-wide positive behavior support. Journal of Applied School Psychology, 24, 29–47.
Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; final rule, 71 Fed. Reg. 156 (August 14, 2006) (to be codified at 34 CFR pts. 300 & 301).
Brophy, J. (1988). Educating teachers about managing classrooms and students.
Teaching and Teacher Education. 4(1), pp. 1-18.

Brown, J.E., & Ortiz. S. O. (2014).  Interventions for English language learners with learning  difficulties.  In J. T. Mascolo, D.P. Flanagan, & V.C. Alfonso (Eds.) Essentials of planning, selecting and tailoring intervention: Addressing the needs of the unique learner.  Hoboken, NJ: Wiley.

Bruhn, A., & Watt, S. (2012). Improving behavior by using multicomponent self-monitoring within a targeted reading intervention. Behavior Disorders, 38, 3–17.

Colorado Department of Education. (2008). Guidelines for identifying students with specific learning disabilities. Retrieved from http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/sld_guidelines.pdf

Cook, C. R., Dart, E., Collins, T., Restori, A., Daikos, C., & Delport, J. (2013). Preliminary study of the confined, collateral, and combined effects of reading and behavioral interventions: Evidence for a transactional relationship. Behavioral Disorders, 38(1), 38–56.

Cummins, J. (1981) Bilingualism and minority language children. Ontario; Ontario Institute for Studies in Education.

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (1st ed., pp 3-49). Sacramento, CA: California State Department of Education Office of Bilingual Education.

Delaware Department of Education. (2014). Response to intervention (RTI): What parents need to know to help their child in school. Retrieved from http://www.doe.k12.de.us/infosuites/staff/profdev/rti_2014/RTI_Files/RTI_Parent_Broc-14.pdf

Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192.

Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children, 32, 1–19.

Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R. S., Cahen, L. S., & Dishaw, M. M. (1981). Teaching behaviors, academic learning time, and student achievement. Journal of Classroom Interaction, 17, 2–15.

Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328–349.

Harber, K. D., Gorman, J. L., Gengaro, F. P., Butisingh, S., Tsang, W., & Ouellette, R. (2012). Students' race and teachers' social support affect the positive feedback bias in public schools. Journal of Educational Psychology, 104, 1149–1161. doi: 10.1037/a0028110

Hauerwas, L. B., Brown, R., & Scott, A. N. (2013). Specific learning disability and response to intervention: State-level guidance. Exceptional Children, 80(1), 101–120.

Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J. (2009). A randomized, waitlist-controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144.

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400, et seq.

Klingner, J., & Eppolito, A.M. (2014) English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities. Arlington, VA: Council for Exceptional Children.

Kovaleski, J. (n.d.). Treatment integrity protocols. Retrieved from http://rtinetwork.org/getstarted/evaluate/treatment-integrity-protocols

Kovaleski, J., VanDerHeyden, A., & Shapiro, E. (2013). The RTI approach to evaluating learning disabilities. New York, NY: Guilford.

Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the School, 43, 701–712.

Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., Roberts, M., … Busick, M.D. (2012). Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms. (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf

Losen, D. J., & Gillespie, J. (2012) Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. University of California, Los Angeles: Civil Rights Project / Proyecto Derechos Civiles

McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H., & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243–255.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131–147.

McIntosh, K., Sadler, C. A., & Brown, J. A. (2012). Kindergarten reading skill and response to instruction as risk factors for problem behavior. Journal of Positive Behavior Interventions, 14, 17–28.

Metcalf, T. (n.d.). What’s your plan? Accurate decision making within a multi-tier system of supports: Critical areas in Tier 1. Retrieved from http://www.rtinetwork.org/essential/tieredinstruction/tier1/accurate-decision-making-within-a-multi-tier-system-of-supports-critical-areas-in-tier-1

Metcalf, T. (n.d.). What’s your plan? Accurate decision making within a multi-tier system of supports: Critical areas in Tier 2. Retrieved from http://www.rtinetwork.org/essential/tieredinstruction/tier2/whats-your-plan-accurate-decision-making-within-a-multi-tier-system-of-supports-critical-areas-in-tier-2

Morrison, G. M., Anthony, S., Storino, M., & Dillon, C. (2001). An examination of the disciplinary histories and the individual and educational characteristics of students who participate in an in-school suspension program. Education & Treatment of Children, 24(3), 276. Retrieved from http://search.proquest.com/docview/202673175?accountid=12091

National Center for Education Statistics. (2008). Percentage of high school dropouts among persons 16 through 24 years old (status dropout rate), by income level, and percentage distribution of status dropouts, by labor force status and educational attainment: 1970 through 2007. Retrieved from http://nces.ed.gov/programs/digest/d08/tables/dt08_110.asp

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Retrieved from the U.S. Department of Education Web site:  http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

National Reading Panel. (2000). Retrieved from http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/

Osher, D., Bear, G. G., Sprague, J. R., & Doyle, D. (2010). How can we improve school discipline? Educational Researcher, 39, 48–58.

Palardy, G. J. (2008). Differential school effects among low, middle, and high social class composition schools: A multiple group, multilevel latent growth curve analysis. School Effectiveness and School Improvement, 19, 21-49.

Pennsylvania Department of Education. (n.d.). Response to instruction and intervention (RtII) parent and family engagement toolkit. Retrieved from http://www.pattan.net/category/Educational%20Initiatives/Response%20to%20Instruction%20and%20Intervention%20%28RtII%29/page/parents.html

Preciado, J. A., Horner, R. H., & Baker, S. K. (2009). Using a function-based approach to decrease problem behaviors and decrease academic engagement for Latino English language learners. Journal of Special Education, 42, 227–240.

Reschly, A. (2009). Schools, families, and response to intervention. Retrieved July 2014 from http://www.rtinetwork.org/essential/family/schools-familes-and-rti

Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practial guide. The Guilford Press: New York.

Sanford, A. (2006). The effects of function-based literacy instruction on problem behavior and reading growth (Unpublished doctoral dissertation). University of Oregon.

VanDerHeyden, A. (n.d.). Examples of effective RtI use and decision making: Part 1—overview. Retrieved from http://www.rtinetwork.org/essential/assessment/data-based/examples-of-effective-rti-use-and-decision-making-part-1-overview

VanDerHeyden, A. M., & Tilly, W. D. (2010). Keeping RtI on track: How to identify, repair, and prevent mistakes that derail implementation. Horsham, PA: LRP Publishing.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 199–211). Berkeley, CA: McCutchan.

Weber, M. C. (2013, March 18). All areas of suspected disability (DePaul Legal Studies Research Paper No. 13-04). Loyola Law Review, 59, 289. Available at http://ssrn.com/abstract=2235090

Wisconsin Department of Public Instruction. (2013). Wisconsin’s specific learning disabilities (SLD) rule: A technical guide for determining the eligibility of students with specific learning disabilities. Retrieved from http://sped.dpi.wi.gov/files/sped/pdf/sld-guide.pdf

Wisconsin RTI Center. (n.d.). Response to intervention and family engagement online module. Retrieved from http://www.wisconsinrticenter.org/parents-and-family/understanding-rti/femodule.html

Zumeta, R., Zirkel, P. A., & Danielson, L. (2014). Identifying specific learning disabilities legislation, regulation, and court decisions. Topics in Language Disorders, 34(1), 8–24, at p. 20. Retrieved from http://journals.lww.com/topicsinlanguagedisorders/Abstract/2014/01000/Identifying_Specific_Learning_Disabilities_.3.aspx

References - Considerations for English Language Learners

August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language children and youth: Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research,41, 432. doi: 10.1080/10862960903340165

Carter, P. (2005). Keepin’ it real: School success beyond Black and white. Harvard Education Review, 77 (2). Retrieved from http://hepg.org/her-home/issues/harvard-educational-review-volume-77-issue-2/herbooknote/keepin%E2%80%99-it-real_225

Collier, V. (2011). Seven steps to separating difference from disability. Thousand Oaks, CA: Corwin Press. Council for Exceptional Children (n.d.). Standards for evidence-based practice in special education. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/CECs%20Evidence%20Based%20Practice%20Standards.pdf

Dixon, L. Q., Zhao, J., & Shin, J. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research 82, 5–60. doi:10.3102/0034654311433587

Esparza, J. B, & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for response to intervention with English language learners. Teaching Exceptional Children, 40 (5), 66–72.

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10, 363–385. Retrieved from http://dx.doi.org.ezproxy.pacific.edu/10.1207/s15327671espr1004_2

 Higgins-Averill, O., Baker, D., & Rinaldi, C. (2013, September 26). Research brief: The nexus of response to intervention (RTI) and the identification of specific learning disabilities (SLD): Guidelines for district-level implementation. Retrieved from http://www.urbancollaborative.org/sites/urbancollaborative.org/files/nexusbrief.9-3.final__0.pdf

International Reading Association (n.d.). What is evidence-based reading instruction? Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1055_evidence_based.pdf
Klingner, J. K., Artiles, A., Kozleski, E., Harry, B., Zion, S., Tate, W. … Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13, Article 38. Retrieved from http://epaa.asu.edu/ojs/article/view/143

National Reading Panel. (2000). Retrieved fromhttp://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/

Ortiz, A. A., & Artiles, A. J. (2010). Meeting the needs of ELLs with disabilities: A linguistically and culturally responsive model. In G. Li & P.A. Edwards (Eds.), Best practices in ELL instruction(pp. 24-272). New York, NY: Guilford.

Ortiz, A. A., Robertson, P. M. , Wilkinson, C. Y., Liu, Y., McGhee, B. D., & Kushner, M. I. (2011). The role of bilingual education teachers in preventing inappropriate referrals of ELLs to special education: Implications for response to intervention. Journal of the National Association for Bilingual Education, 34, 316–333. doi: 10.1080/15235882.2011.628608

Ortiz, S. O. (2004). Comprehensive assessment of culturally and linguistically diverse students: A systematic, practical approach for nondiscriminatory assessment. Retrieved from http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf

Parker, C. E., Avery, M. P., Fuxman, S., Lingan, A., Rinaldi, C., Sanchez, M.T., & Schmaberg, M. (2012). English language learners with disabilities in Massachusetts: Identification, instruction, and challenges. A report to the Massachusetts Department of Elementary and Secondary Education, Malden, MA. Available from http://www.doe.mass.edu

Pollard-Durodola, S. D., Mathes, P. G., Vaughn, S., Cardenas-Hagan, E., & Linan-Thompson, S. (2006). The role of oracy in developing comprehension in Spanish-speaking English language learners. Topics in Language Disorders, 26, 365–384. Retrieved from http://www.lww.com/product/?0271-8294
Scott, A. N., Hauerwas, L. B., & Brown, R. D. (2013). State policy and guidance for identifying learning disabilities in culturally and linguistically diverse students. Learning Disability Quarterly August 2014 vol. 37 no. 3 172-185.

Stuart, S. K., & Rinaldi, C. (2012). Response to intervention for English language learners. Journal of Multiculturalism in Education, 7(4). Retrieved from http://www.wtamu.edu/journal/volume-7-number-4.aspx

Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., & Francis, D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems.Elementary School Journal, 107, 153–180. Retrieved from http://dx.doi.org.ezproxy.pacific.edu/10.1086/510653

Wagner, R. K., Francis, D. J., & Morris, R. D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research & Practice, 20,6–15. doi:10.1111/j.1540-5826.2005.00115.x

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