Published In
Multiple Voices for Ethnically Diverse Exceptional Learners
Document Type
Article
Publication Date
9-2012
Subjects
Response to intervention (Learning disabled children), Second language learning and teaching, Effective teaching
Abstract
This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide an example of a PLUSS model lesson for Tier 2 instruction within an RTI framework.
Persistent Identifier
http://archives.pdx.edu/ds/psu/11186
Citation Details
Sanford, A. K., Brown, J., & Turner, M. (2012). Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model. Multiple Voices For Ethnically Diverse Exceptional Learners, 13(1), 56-70.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education and Teaching Commons
Description
This is the publisher's final PDF. Article appears in Multiple Voices for Ethnically Diverse Exceptional Learners and is copyrighted 2012 by Council for Exceptional Children.