Theory and Practice in Language Studies, Vol 2, No 7 (2012), 1317-1329, Jul 2012
doi:10.4304/tpls.2.7.1317-1329

Utilizing Fairview as a Bilingual Response to Intervention (RTI): Comprehensive Curriculum Review with Supporting Data

Melissa Ausbrooks-Rusher, Connie Schimmel, Sandra Edwards

Abstract


The purpose of this study was to review and critically align the Fairview (FV) reading intervention protocols with research and best practices in ASL/English bilingual education, and to determine its appropriateness across methodological/philosophical delivery options. Results of two action research studies highlight implementation techniques in diverse settings and provide insight into Fairview’s viability as a bilingual intervention. Individual student progress results across all five components and summary scores across classrooms demonstrate statistically significant differences in student outcomes from pre to post tests. Progress on the Adapted Dolch and Bridge Lists yielded the most significant differences.


Keywords


ASL; English; bilingual; deaf children; deaf bilingual; language interdependence; RTI

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