SPR NEW Articles Available! Special Topic: Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students
Shane Jimerson
for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD,
especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ElP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. (Gonzalez, Durán, Linan-Thompson, & Jimerson, 2022)
School
Psychology Review, Volume 51, Issue 4, 2022 is now available online on
Taylor & Francis Online. |
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Special Topic Section: Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students Unlocking
the Promise of Multitiered Systems of Support (MTSS) for Linguistically
Diverse Students: Advancing Science, Practice, and Equity
Examining
Bridges in Mathematics and Differential Effects Among English Language Learners
Understanding
How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
Use
of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners
Universal
Screening to Detect Emotional and Behavioral Risk Among English Language Learners
Long-Term
Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners
Addressing
the Need for Spanish Literacy Assessments Within the Context of
Bilingual MTSS: Investigating the Technical Adequacy of ISIP Español for
Grades 3–5
An
Examination of MTSS Assessment and Decision Making Practices for English Learners
Predicting
Interim Assessment Outcomes Among Elementary-Aged English Learners
Using Mathematics Computation, Oral Reading Fluency, and English
Proficiency Levels |
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