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Article
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
Multiple Voices for Ethnically Diverse Exceptional Learners
  • Amanda K. Sanford, Portland State University
  • Julie Esparza Brown, Portland State University
  • Maranda Turner
Document Type
Article
Publication Date
9-1-2012
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.
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.

Persistent Identifier
http://archives.pdx.edu/ds/psu/11186
Citation Information
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.