Journal of Education and Human Development

How to Identify and Support English Language Learners At-Risk For Reading Difficulties: An Overview of the Response to Intervention Program Model
Shiva Khalaf, M.A; Kristi L. Santi, Ph.D.; Jacqueline Hawkins, Ed.D.

Abstract
Children whose primary language is other than English often experience more challenges in developing reading skills in the early elementary grades. With the growing population of English language learners (ELLs), there is an increasing need for effective approaches that identify ELLs at risk of developing reading difficulties. The early and accurate identification of these children is crucial to ensuring their later academic success. Response to Intervention (RtI) is a way in which schools can identify children who need special support in the acquisition of major skills such as reading and writing, and provide early intervention for them. The purpose of this article is to provide an overview of RtI program model that can be transferred into early elementary classroom practice. This paper (a) provides a description of key features of an RtI model; (b) identifies the significance of employing RtI for ELLs; and (c) presents essential reading skills for early elementary grades.

Full Text: PDF     DOI: 10.15640/jehd.v4n3a5