Hammill Institute on Disabilities

Front MatterSource: Learning Disability Quarterly, Vol. 30, No. 3, English Language Learners and RTI(Summer, 2007)Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/30035558 .

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CELEBRATING 30 YEARS: 1977 - 2007

English Language Learners and RTI

Learning

Disability

Quarterly Journal of the Council for

Learning Disabilities

Summer 2007 Volume 30, No. 3

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EDITORIAL STAFF

EDITOR David Scanlon Bostor College

Editorial Assistant Dianna G. Terrell Boston College

Assistant to the Editor Kirsten McBride Lenexa, KS

CONSULTING EDITORS Patricia Alexander

University of Maryland Alan Amtzis

The College of New Jersey Andrea Babkie

Universtty of Hartford Virginia W. Berninger

University of Washington Anne Bishop

University of Florida Daniel Boudah

University of North Carolina Joseph R. Boyle

Virginia Commonwealth University Monica Brown

New Mexico State University Tanis H. Bryan

Southwest Institute for Families and Children with Disabilities

Diane Pedrotty Bryant University of Texas-Austin

William Bursuck University of North Carolina- Greensboro

Deborah L. Butler University of British Columbia

Mary Beth Calhoon Georgia State University

Joanne Carlisle University of Michigan

Donald Compton Peabody College, Vanderbilt University

David J. Connor Hunter College, CUNY

Bryan G. Cook University of Hawaii

John Cooney University of Northern Colorado

Jeanette Cornier Colorado Department of Education

Cesare Cornoldi University of Padua, Italy

Merith Cosden University of California-Santa Barbara

Michael Coyne University of Connecticut

Jean Crockett University of Florida

Donald D. Deshler University of Kansas

Joseph A. Dimino Instructional Research Center, Signal Hill, CA

Mary Dingle Sonoma State University

Mavis Donahue University of Illinois at Chicago

Mary Lou Duffy Florida Atlantic University-Jupiter

Dave L. Edyburn University of Wisconsin-Milwauke

Linda Elksnin The Citadel

Edwin Ellis University of Alabama

Carol Sue Englert Michigan State University

Deborah E. Erickson California Lutheran University

Anne Foegen Iowa State University

Douglas Fuchs Peabody College, Vanderbilt University

Lynn Fuchs Peabody College, Vanderbilt University

Russell Gersten Instructional Research Group, Signal Hill, CA

Lorraine Graham University of New England, Australia

Steve Graham Peabody College, Vanderbilt University

Anne Graves San Diego State University

Diane Haager California State University-Los Angeles

Daniel P. Hallahan University of Virginia

Donald D. Hammill Pro-Ed, Austin, TX

Leah Herner The Ohio State University-Lima

Linda Higbee Mandlebaum Bowling Green State University

Kyle Higgins University of Nevada, Las Vegas

Dodi Hodges Bowling Green State University

Stephen Hooper University of North Carolina, School of Medicine

Maureen Hoskyn Simon Fraser University, Canada

Roxanne Hudson Florida State University

Asha Jitendra Lehigh University

Kenneth Kavale Regent University

Margaret King-Sears George Mason University

Robert M. Klassen University of Alberta, Canada

Janette Klingner University of Colorado-Boulder

Lori Korinek College of William and Mary

Monica Lambert Appalachian State University

Martha J. Larkin State University of West Georgia

Malka Margalit Tel Aviv University, Israel

Troy Mariage Michigan State University

Linda Mason The Pennsylvania State University

Margo A. Mastropieri George Mason University

Marjorie Montague University of Miami

Cindy Okolo Michigan State University

David Paterson University of New England, Australia

Jane Pemberton Texas Women's University

Debbi Prigge Central Washington University

Mary Provost College of Charleston

Paige Pullen University of Virginia

Marshall Raskind Charles & Helen Schwab Foundation

Patricia Jordan Rea George Washington University

Paul Riccomini Clemson University

Claudia Rinaldi Boston College

Mary Ring University of South Dakota

Kristen Ritchey Rutgers University

Ernie Rose SUNY, Binghamton

Michael Rosenberg Johns Hopkins University

Jeanne Schumm University of Miami

Thomas E. Scruggs George Mason University

Deborah C. Simmons Texas A&M University

Sean Smith University of Kansas

Deborah Speece University of Maryland

C. Addison Stone University of Michigan

Roberta Strosnider Towson University

Gary Troia University of Washington

Jan Valle The City College of New York

Christa van Kraayenoord University of Queensland, Australia

Sharon R. Vaughn University of Texas-Austin

Chriss Walther-Thomas University of Kansas

J. Lee Wiederholt Pro-Ed, Austin, TX

Genevieve Williamson University of Indiana

Rich Wilson Bowling Green State University

Judy Winn University of Wisconsin-Milwaukee

John Woodward University of Puget Sound

CLD BOARD OF TRUSTEES

President: Treasurer: Leadership Development: Diversity: Joseph Boyle Mary Little Monica Lambert Silvana Watson

President-Elect: Secretary: Liaison: Finance: Daniel Boudah Martha Larkin Roberta Strosnider Mary Little

Vice President: Executive Director: Debi Gartland Technology: Chris Curran Linda Nease Membership/Recruitment: David Majsterek

Past President: Communications: Jennifer Bautel Williams Conference Director: Linda Higbee Mandlebaum Judy Voress Stanards and Ethics: Mary Provost Research: Susan Gurganus

Keith Lenz Conference Planning: Donald Deshler Mary Rose Keyes

SUBSCRIPTION/MEMBERSHIP INFORMATION ABSTRACT AND INDEX INFORMATION The Learning Disability Quarterly (ISSN 0731-9487) is published four times a year Learning Disability Quarterly is abstracted in Psychological Abstracts, Behavioral (Winter, Spring, Summer, and Fall) by the COUNCIL FOR LEARNING DISABILI- Abstracts, Birmingham, England, and Rehabilitations Forschung/Recherches en TIES. Annual CLD membership dues are $75.00 for professionals, $35.00 for stu- Readaption/Intemational Journal of Rehabilitation Research, Rheinstetten, West dents. To become a CLD member, write: CLD, 11184 Antioch, #405, Overland Park, Germany; abstracted and indexed in Exceptional Child Education Resources, KS 66210, or visit www.cldinternational.org. Subscription to the Leaming Disability Current Contents/Social and Behavioral Sciences, and Child and Youth Services; and Quarterly is available without CLD membership. Effective 2007: Domestic libraries, indexed in Social Sciences Citation Index, Social Scisearch, and Current Index to institutions: $114.00; foreign countries: $124.00. Single-copy price of back issues: Journals in Education, the Bowker International Serials Database. Included in Web - $5.00 per download. Hard copy - $10.00, includes shipping and handling. ERIC database. Reprints are available from The Genuine Article, Institute for Hard copy nonmember - $17.50, includes shipping and handling. To order, write Scientific Information, 3501 Market St., Philadelphia, PA 19104. Learning Disability Quarterly, c/o Council for Learning Disabilities, 11184 Antioch, #405, Overland Park, KS 66210, or visit www.cldinternational.org

© 2007 Council for Learning Disabilities. Printed in the U.S.A. All rights reserved. No part of this publication may be reprinted or reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any

information storage and retrieval system without permission in writing from the publisher.

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COUNCIL

for

LEARNING DISABILITIES cld

LEARNING DISABILITY QUARTERLY

Journal of the Council for Learning Disabilities Vnllume 30 / Numher 3 Summer 2007

CONTENTS Guest Editors:

Diane Haager, California State University-Los Angeles Sylvia Linan-Thompson, University of Texas-Austin Mary Beth Calhoon, Georgia State University

English Language Learners and Response to Intervention: 151 Introduction to Special Issue

Diane Haager, Mary Beth Calhoon, and Sylvia Linan-Thompson

Use of Evidence-Based, Small-Group Reading Instruction 153 for English Language Learners in Elementary Grades: Secondary-Tier Intervention

Debra Kamps, Mary Abbott, Charles Greenwood, Carmen Arreaga-Mayer, Howard Wills, Jennifer Longstaff, Michelle Culpepper, and Cheryl Walton

Effects of a Peer-Mediated Program on Reading Skill Acquisition 169 for Two-Way Bilingual First-Grade Classrooms

Mary Beth Calhoon, Stephanie Al Otaiba, David Cihak, Amber King, and Annalise Avalos

Determining English Language Learners' Response to Intervention: 185 Questions and Some Answers

Sylvia Linan-Thompson, Paul T. Cirino, and Sharon Vaughn

The Effects of Response to Intervention on Literacy Development 197 in Multiple-Language Settings

Angela Stephens McIntosh, Anne Graves, and Russell Gersten

Promises and Cautions Regarding Using Response to 213 Intervention With English Language Learners

Diane Haager

MISSION STATEMENT Council for Learning Disabilities

The Council for Learning Disabilities (CLD) is an international organization that promotes effective teaching and research. CLD is composed of professionals who represent diverse disciplines and who

are committed to enhance the education and lifespan development of individuals with learning disabilities. CLD establishes standards of excellence and promotes innovative strategies

for research and practice through interdisciplinary collegiality, collaboration, and advocacy.

Volume 30, Summer 2007 149

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