The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education

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dc.contributor.authorGarcia-Bonery, Lillian
dc.contributor.committeeChairKinnison, Lloyd
dc.contributor.committeeMemberMcMahan, Sarah
dc.contributor.committeeMemberPemberton, Jane
dc.contributor.committeeMemberWiebe, Michael
dc.date.accessioned2018-08-06T16:00:05Z
dc.date.available2018-08-06T16:00:05Z
dc.date.issued2011-12
dc.description.abstractThe purpose of this study was to examine the relationship(s) between a student's Cognitive Academic Language Proficiency (CALP) levels of proficiency and Response to Intervention tier (RtI) assignment for academic instruction and the Texas English Language Proficiency Assessment System (TELPAS) scores. The CALP levels were derived from Woodcock-Muñoz Revised and the Texas English Language Proficiency Assessment System (TELPAS) that were administered in spring 2011. There were 69 participants who were randomly selected by the school Principal from all students currently receiving services in RtI tier 2 and 3. Data analysis included descriptive statistics and Chi Square. Data analysis indicated statistically significant relationship between Spanish CALP levels of proficiency and RtI tier assignment. The English CALP scores did not show a relationship. Further there was a significant relationship between the TELPAS scores of Listening, Speaking, Writing, and RtI tier assignment. Reading scores were meaningful but Cramer's V reflected a weak relationship at .224.en_US
dc.identifier.urihttp://hdl.handle.net/11274/10198
dc.language.isoen_USen_US
dc.subjectEducationen_US
dc.subjectCognitive academic proficiencyen_US
dc.subjectCulturally & linguistically diverseen_US
dc.subjectElementary-ageen_US
dc.subjectEnglish language learnersen_US
dc.subjectResponse to interventionen_US
dc.subjectSpecial educationen_US
dc.subjectBilingual education
dc.subjectEnglish as a Second Language
dc.subjectAcademic achievement
dc.subjectIntervention
dc.subjectSpanish language
dc.subjectCognition & reasoning
dc.titleThe relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special educationen_US
dc.typeDissertationen_US
thesis.degree.collegeCollege of Professional Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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