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The Center for Response to Intervention in Early Childhood: Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction
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Greenwood, Charles R.; Carta, Judith J.; Goldstein, Howard; Kaminski, Ruth A.; McConnell, Scott R.; Atwater, Jane – Journal of Early Intervention, 2014
The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…
Descriptors: Response to Intervention, Early Childhood Education, Emergent Literacy, Language Skills
Identifying Preschool Children for Higher Tiers of Language and Early Literacy Instruction within a Response to Intervention Framework
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Carta, Judith J.; Greenwood, Charles R.; Atwater, Jane; McConnell, Scott R.; Goldstein, Howard; Kaminski, Ruth A. – Journal of Early Intervention, 2014
Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) is beginning to be implemented in preschool programs to improve outcomes and to reduce the need for special education services. The proportions of children in programs identified as struggling learners through universal screening have important implications for the…
Descriptors: Response to Intervention, Preschool Children, Screening Tests, Emergent Literacy