This article focuses on issues regarding the use of response to intervention (RTI) with English language learner (ELL) students. The article examines and highlights key points from current literature about reading instruction, ELL students, RTI, and students with learning disabilities. The article suggests future directions for research in this field.
This article provides informative background details, raises important issues, and stimulates thinking about response to intervention (RTI) with English language learner (ELL) students. The article may be useful for educators who work in this field.