The Extent to Which Response to Intervention Exists in Reading in K-2 Spanish Dual Language Immersion Classrooms in a Wisconsin School District

Autor/in	Chaja-Clardy, Sarah R.
Titel	The Extent to Which Response to Intervention Exists in Reading in K-2 Spanish Dual Language Immersion Classrooms in a Wisconsin School District
Quelle	(2016), (223 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-3391-7
Schlagwörter	Hochschulschrift; Dissertation; Bilingual Education; English Language Learners; Spanish Speaking; Immersion Programs; Reading Difficulties; Reading Instruction; School Districts; Elementary School Teachers; Language of Instruction; Interviews; Coaching (Performance); Documentation; Institutional Characteristics; Program Implementation; Program Design; Delivery Systems; Instructional Materials; Culturally Relevant Education; Bilingual Teachers; Response to Intervention; Wisconsin + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Reading difficulty; Leseschwierigkeit; Leseunterricht; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching language; Unterrichtssprache; Interviewing; Interviewtechnik; Dokumentation; Programme design; Programmaufbau; Programmplanung; Auslieferung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Bilingual programs continue to expand in school districts across the United States to address the growing numbers of students whose home language is other than English. The Response to Intervention (RTI) framework was used to guide this qualitative study, the purpose of which was to identify the extent to which the five elements of RTI exist in reading in K-2 Spanish dual language immersion (DLI) classrooms. RTI is used systematically in school districts as a way to help students overcome their reading difficulties. The main research question was: To what extent does RTI in reading exist in K-2 Spanish dual language immersion classrooms in six schools in a Wisconsin school district? School districts with bilingual programs, such as DLI, have been charged with implementing the elements of RTI in the DLI setting. The participants in this study were literacy coaches and teachers from six elementary schools with K-2 Spanish DLI programs where the bilingual model of instruction is the 90/10 Spanish DLI model. This study used three data sources: literacy coach interviews, K-2 DLI classroom teacher interviews, and program documents. Four main findings were (1) one school had unique characteristics that allowed for full implementation of RTI and the remaining five schools with separate characteristics were found to have partial implementation of RTI, (2) the multi-level system of support was absent in all five schools with partial implementation of RTI, (3) challenges of implementation exist with three elements of RTI, and (4) unique components of RTI in K-2 Spanish DLI classrooms in reading were found to be aligned to three elements of RTI. The main conclusions of this study are the following: program design and delivery of Spanish DLI in the school are important to student learning, the availability and use of authentic Spanish materials for instruction are necessary, assessment and intervention are needed, and the number of bilingual educators other than classroom teachers should be increased. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01