TY - JOUR
T1 - Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?
AU - Greenwood, Charles R.
AU - Carta, Judith J.
AU - Atwater, Jane
AU - Goldstein, Howard
AU - Kaminski, Ruth
AU - Mcconnell, Scott
PY - 2013/5
Y1 - 2013/5
N2 - Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed.
AB - Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed.
KW - descriptive studies
KW - early education programs
KW - language acquisition
KW - literacy intervention strategies
KW - outcomes
KW - school readiness
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U2 - 10.1177/0271121412455438
DO - 10.1177/0271121412455438
M3 - Article
AN - SCOPUS:84875769314
VL - 33
SP - 48
EP - 64
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
IS - 1
ER -