The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners Response to Intervention (RtI) has been recommended in IDEA (2004) as an alternative approach for addressing the needs of all learners. This article discusses the role of dynamic assessment (DA) within the RtI Model for school-age English Language Learners (ELLs). This article provides an overview of DA and RtI, notes ... Article
Article  |   October 01, 2010
The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners
Author Affiliations & Notes
  • Linda I. Rosa-Lugo
    University of Central Florida, Orlando, Florida
  • Elizabeth Rivera
    Orange County School District, Orlando, Florida
  • Terrie Kate Rierson
    Catholic Diocese, Orlando, Florida
Article Information
Special Populations / Cultural & Linguistic Diversity / School-Based Settings
Article   |   October 01, 2010
The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 99-106. doi:10.1044/sbi11.3.99
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 99-106. doi:10.1044/sbi11.3.99

Response to Intervention (RtI) has been recommended in IDEA (2004) as an alternative approach for addressing the needs of all learners. This article discusses the role of dynamic assessment (DA) within the RtI Model for school-age English Language Learners (ELLs). This article provides an overview of DA and RtI, notes their similarities and differences, and discusses the usefulness of DA and RtI in helping speech-language pathologists (SLPs) discriminate language differences from language disorders and monitor progress in ELLs. A case study is presented to demonstrate how SLPs can use DA and RtI in the assessment of ELLs.

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