{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T01:18:35Z","timestamp":1790644715141,"version":"4.1.0"},"reference-count":36,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2006,9,1]],"date-time":"2006-09-01T00:00:00Z","timestamp":1157068800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2006,9]]},"abstract":"<jats:p>The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.<\/jats:p>","DOI":"10.1177\/00222194060390050201","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"390-398","source":"Crossref","is-referenced-by-count":74,"title":["The Response to Intervention of English Language Learners at Risk for Reading Problems"],"prefix":"10.1177","volume":"39","author":[{"given":"Sylvia","family":"Linan-Thompson","sequence":"first","affiliation":[{"name":"The University of Texas at Austin,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sharon","family":"Vaughn","sequence":"additional","affiliation":[{"name":"University of Texas"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathryn","family":"Prater","sequence":"additional","affiliation":[{"name":"University of North Carolina, Greensboro"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul T.","family":"Cirino","sequence":"additional","affiliation":[{"name":"University of Houston"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2006,9,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1086\/499754"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1207\/sldrp1404_1"},{"key":"atypb3","volume-title":"Minority students in special and gifted education","author":"Donovan, M.S.","year":"2002"},{"key":"atypb4","first-page":"59","volume":"3","author":"Escamilla, K.","year":"1998","journal-title":"Learning"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.88.1.3"},{"key":"atypb6","first-page":"204","volume":"13","author":"Fuchs, L.S.","year":"1998","journal-title":"Learning Disabilities Research and Practice"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.2307\/1511189"},{"key":"atypb8","doi-asserted-by":"crossref","first-page":"56","DOI":"10.53841\/bpsecp.1998.15.1.56","volume":"15","author":"Good, R.H.","year":"1998","journal-title":"Educational and Child Psychology"},{"issue":"1","key":"atypb9","first-page":"48","volume":"55","author":"Gunderson, L.","year":"2001","journal-title":"Teacher"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1177\/002246690003400204"},{"key":"atypb11","volume-title":"Individuals with Disabilities Education Act, 20 U.S.C. \u00a7 1400-1487","year":"1997"},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1177\/00222194030360010301"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.80.4.437"},{"issue":"2","key":"atypb14","first-page":"66","volume":"61","author":"Klingner, J.K.","year":"2003","journal-title":"Educational Leadership"},{"key":"atypb15","volume-title":"Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction","author":"National Reading Panel.","year":"2000"},{"key":"atypb16","volume-title":"Committee on Minority Representation in Special Education","author":"National Research Council."},{"key":"atypb17","first-page":"81","volume":"2","author":"Neal, J.C.","year":"1999","journal-title":"Learning"},{"key":"atypb18","volume-title":"No Child Left Behind Act of 2001. 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