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. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD).
Download count: 0
- 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.
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 130-153)Note typebibliography
- Field of study: Educational psychology