Study in Italy Reports that Bilingual Infants can…
When infants are given the opportunity to simultaneously learn two different regularities of language, bilingual infants learned both, while monolinguals learned only one of them. Hence, bilinguals may acquire two languages in the time in which monolinguals acquire one because they quickly become more flexible learners.

Also summarized in a Spanish newspaper:

Los niños bilingües son más flexibles en el aprendizaje
Un estudio indica que los bebés de doce meses 'bilingües' son, petencialmente, aprendices más flexibles que los bebés monolingües, cuando se enfrentan a estímulos lingüísticos.


Top 20 Articles and Books to Read For Implementing RTI

As I prepare to conduct a summer institute on RTI, I wanted to share some very informative and practical articles and books that will help anyone interested in learning and implementing RTI. It includes resources for principals, administrators, teachers, and others interested. In addition it provides information on how to address the needs of bilingual learners in the process and the history of RTI from the feds.

Berkeley, S., Bender, W.N., Peaster, L.G. & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 86-92.

Bradley, R., Danielson, L. & Doolittle, J. (2007). Responsiveness to Intervention: 1997-2007. Teaching Exceptional Children, 39 (5), 8-12.

Brown-Chidsey, R. (October, 2007). No more “waiting.” Educational Leadership: ASCP, 39-46.

Buffum, A. Mattos, M. & Weber, C. (2006). Pyramid Response to Intervention: RTI, professional learning communities, and how to respond when kids don’t learn.

Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44 (2), 102-126.

Fletcher, J.M. & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Series, 3 (1), 30-37.

Fuchs, D. & Fuchs, S.L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(4), 93-99.

Fuchs, L.S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39 (5), 14-20.

Fuchs, D., Fuchs, L.S., & Vaughn, S. (2008). Response to Intervention: A framework for reading educators. International Reading Association, Newark: DE.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A Practice Guide. (NCEE 2009-4045). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from and

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from

Moore, J. & Whitfield, V. (2009). Building schoolwide capacity for preventing reading failure. The Reading Teacher, 62 (7), 622-624.

Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53 (4), 267-277.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read. An Evidenced-based assessment of the scientific research literature on reading and its implications for (or http://www.nationalreading

Rinaldi, C. & Samson, J. (2008). English language learners and Response to Intervention: Referral Considerations. Teaching Exceptional Children 40 (5), 6-14.

Teale, W.H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62 (8), 699-703.