Addressing cognitive, behavior, literacy, and communication issues, these instructional interventions help teachers support students from culturally and linguistically diverse backgrounds within an RTI framework.
Berkeley, Bender, Peaster, and Saunders (2009) point out that although there is almost universal agreement that the multiple tier approach should be used, there remain many questions and differences of opinion for how problem solving with progress monitoring should be implemented. In addition, lack of specificity in assessment, intervention implementation, selection of research-based practices, and fidelity raises concern about how consistently the eligibility process will be implemented both within and between states. This is particularly true with English language learner (ELL)/culturally and linguistically diverse (CLD) students where research is even more limited.
However, education professionals continue to deal daily with the challenge of finding ways to ensure the academic success of these ELL/CLD students whose educational backgrounds, home cultures, and languages are, in ...