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A Systematic Review of Response to Intervention in Addressing Special Education Disproportionality for Emergent Bilinguals.

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Title: A Systematic Review of Response to Intervention in Addressing Special Education Disproportionality for Emergent Bilinguals.
Authors: Ortiz, José A. (AUTHOR), Cummings, Kelli D. (AUTHOR), Pepkin Dataram, Sara A. (AUTHOR), Chow, Jason C. (AUTHOR)
Source: Learning Disability Quarterly. May2026, Vol. 49 Issue 2, p83-97. 15p.
Subjects: Special education standards, Students with disabilities, Multilingualism, Systematic reviews, Academic achievement, Special education, English language, Learning disabilities, Psychosocial factors, Psychology information storage & retrieval systems, ERIC (Information retrieval system)
Abstract: Response to intervention (RTI) has received attention for its potential to improve special education eligibility practices for emergent bilinguals, who are often disproportionately identified with disabilities. The purpose of this systematic review was to examine the use of RTI as a means of reducing disproportionality in special education for emergent bilinguals. Seven studies met the eligibility criteria. Two studies used experimental/quasi-experimental group designs and reported that RTI was associated with reduced levels of disproportionality for emergent bilinguals. Two studies examining secondary data reported that emergent bilinguals were not disproportionately represented in special education when provided access to RTI but did not provide outcomes for schools in which RTI was not used. Three studies failed to identify evidence of an effect. Two studies reported that RTI was associated with improvements in reading. Results suggest that, although RTI offers benefits for emergent bilinguals in some contexts, its effect on disproportionality in special education is less clear. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Systematic Review of Response to Intervention in Addressing Special Education Disproportionality for Emergent Bilinguals.
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  Data: <searchLink fieldCode="AR" term="%22Ortiz%2C+José+A%2E%22">Ortiz, José A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cummings%2C+Kelli+D%2E%22">Cummings, Kelli D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pepkin+Dataram%2C+Sara+A%2E%22">Pepkin Dataram, Sara A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chow%2C+Jason+C%2E%22">Chow, Jason C.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. May2026, Vol. 49 Issue 2, p83-97. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education+standards%22">Special education standards</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink>
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  Data: Response to intervention (RTI) has received attention for its potential to improve special education eligibility practices for emergent bilinguals, who are often disproportionately identified with disabilities. The purpose of this systematic review was to examine the use of RTI as a means of reducing disproportionality in special education for emergent bilinguals. Seven studies met the eligibility criteria. Two studies used experimental/quasi-experimental group designs and reported that RTI was associated with reduced levels of disproportionality for emergent bilinguals. Two studies examining secondary data reported that emergent bilinguals were not disproportionately represented in special education when provided access to RTI but did not provide outcomes for schools in which RTI was not used. Three studies failed to identify evidence of an effect. Two studies reported that RTI was associated with improvements in reading. Results suggest that, although RTI offers benefits for emergent bilinguals in some contexts, its effect on disproportionality in special education is less clear. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487251365231
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        Text: English
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      – SubjectFull: Special education standards
        Type: general
      – SubjectFull: Students with disabilities
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      – SubjectFull: Multilingualism
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      – SubjectFull: Systematic reviews
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      – SubjectFull: Academic achievement
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      – SubjectFull: Special education
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      – SubjectFull: English language
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Psychology information storage & retrieval systems
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      – SubjectFull: ERIC (Information retrieval system)
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      – TitleFull: A Systematic Review of Response to Intervention in Addressing Special Education Disproportionality for Emergent Bilinguals.
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            NameFull: Ortiz, José A.
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            NameFull: Pepkin Dataram, Sara A.
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              Text: May2026
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              Y: 2026
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