Title page for ETD etd-09152008-112337


Type of Document Dissertation
Author Komatsu, Chisato
URN etd-09152008-112337
Title Assessing the Effectiveness of the Response to Instruction Model for English Language Learners by Utilizing a Non-language-based Intervention
Degree Doctor of Philosophy (Ph.D.)
Department Psychology
Advisory Committee
Advisor Name Title
George H Noell Committee Chair
Frank M Gresham Committee Member
Jeffrey H Tiger Committee Member
Kristin A Gansle Committee Member
Doris Carver Dean's Representative
Keywords
  • Response to Instruction (RTI)
  • English Language Learner
  • Constant Time Delay
  • Non-language-based
Date of Defense 2008-09-08
Availability unrestricted
Abstract
The purpose of the current investigation was to examine the use of the Response to Intervention (RTI) model for English Language learners (ELLs) by using a computerized constant time delay procedure (CTD) that de-emphasized the use of language. Forty-five ELLs, 22 native English speakers, and five students with a diagnosis of mild mental retardation participated in the study. A computer-administered CTD procedure was utilized for paired associate tasks. The study found differences and patterns in studentsí performances that could be used to differentiate responders and non-responders to intervention. An interesting finding was that once the students were divided into groups based on their performance, there was no difference found between the population groups (i.e., ELLs, native English speakers, and students with mental retardation). By assessing the studentsí responses to intervention with a non-language-based intervention, the study provided useful information for the establishment of a non-discriminative, efficient, and practical approach for assessment with ELLs.
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