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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

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).

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    Date Created
    • 2014
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  • Text
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    Note
    • Partial requirement for: Ph. D., Arizona State University, 2014
      Note type
      thesis
    • Includes bibliographical references (p. 130-153)
      Note type
      bibliography
    • Field of study: Educational psychology

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    by Jennifer A. Planck

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