Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

• Published in: Assessment for effective intervention Vol. 36; no. 3; pp. 143 - 157
• Main Authors: Fien, Hank, Smith, Jean Louise M., Baker, Scott K., Chaparro, Erin, Baker, Doris Luft, Preciado, Jorge A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-06-2011; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Assessment; Early Reading; English (Second Language); English language; Intervention; Learning Strategies; Minority Group Children; Reading Instruction; Reading Research; Screening; Screening Tests; Second Language Learning; Student Evaluation; Teaching Methods; response to intervention; interventions; instruction; English learners
• ISSN: 1534-5084; 1938-7458
• DOI: 10.1177/1534508410392207

This article reviews the research on and provides a framework for integrating assessment and early reading instruction in a unified tiered approach that includes English language learners (ELLs). The authors begin with a review of the research for implementing the guiding principles of the tiered framework with ELLs, including (a) screening and progress monitoring for ELLs, (b) delivering explicit and systematic reading instruction for ELLs, and (c) structuring reading instruction within a multitiered approach.