Description
The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties.
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Contributors
- Planck, Jennifer A (Author)
- Caterino, Linda C (Thesis advisor)
- Stamm, Jill (Committee member)
- Cohen, Sylvia A. (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
- Educational Psychology
- Educational tests & measurements
- Special Education
- cultural and linguistic diversity
- psychoeducational assessment
- Response to Intervention
- School psychology
- specific learning disability
- Linguistic minorities--Education--United States.
- Learning disabled children--Education--United States.
- Educational tests and measurements--United States.
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Note
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 130-153)Note typebibliography
- Field of study: Educational psychology
Citation and reuse
Statement of Responsibility
by Jennifer A. Planck