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Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children

Peer reviewed

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Gettinger, Maribeth; Stoiber, Karen – Topics in Early Childhood Special Education, 2008

This article describes the design and implementation of a program that incorporates a response-to-intervention (RTI) framework for promoting the development of early literacy and language skills among low-income minority children. The early literacy program, called the Exemplary Model of Early Reading Growth and Excellence, or EMERGE, combines…

Descriptors: Program Evaluation, Early Reading, Income, Disadvantaged Youth

Effects of the Success for All Model on Kindergarten through Second-Grade Reading Achievement, Teacher Adjustment, and Classroom-School Climate at an Inner-City School.

Peer reviewed

Ross, Steven M.; Smith, Lana J. – Elementary School Journal, 1994

Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…

Descriptors: Active Learning, Classroom Environment, Cooperative Learning, Early Reading