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

Charles R. Greenwood; Judith J. Carta; Howard Goldstein; Ruth A. Kaminski; Scott R. McConnell; Jane Atwater

doi:10.1177/1053815115581209

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

Charles R. Greenwood, Judith J. Carta, Howard Goldstein, Ruth A. Kaminski, Scott R. McConnell, Jane Atwater

Educational Psychology

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

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 only some children. The Center for Response to Intervention in Early Childhood (CRTIEC) was funded by the National Center for Special Education Research at the Institute of Education Sciences (IES) to conceptualize and develop evidence-based assessment and curricular tools that early education programs could include in their plans for teaching language and literacy skills using a multi-tier system of supports (MTSS) or response to intervention (RTI) approach. CRTIEC also was directed to provide leadership in disseminating information about progress in applying MTSS approaches to instruction in early childhood. The articles in this issue summarize the work of the Center through descriptions of the process of developing and validating tools needed for an MTSS approach and summaries of the research completed by the Center.

Original language	English (US)
Pages (from-to)	246-262
Number of pages	17
Journal	Journal of Early Intervention
Volume	36
Issue number	4
DOIs	https://doi.org/10.1177/1053815115581209
State	Published - Dec 4 2014

Bibliographical note

Funding Information:
The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Additional support was provided by the Kansas Intellectual and Developmental Research Center (HD002528) and the Schiefelbusch Institute for Life Span Studies, University of Kansas.

Funding Information:
The Center’s organization reflected the research and development desired by the RFA including leadership, outreach, and dissemination activities (see ). The work was supported by two internal core services: research administration and research design and analysis. CRTIEC was directed by a scientific advisory committee composed of the four collaborating principal investigators (PIs) in what grew to be five partner sites. Externally, the Center was advised by a small group of consulting scientists and by professional organizations including Division of Early Childhood, Head Start, and National Association for the Education of Young Children.

Publisher Copyright:
© 2015 SAGE Publications

Keywords

language
literacy
multi-tier system of supports
preschool
response to intervention

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/1053815115581209

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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. / Greenwood, Charles R.; Carta, Judith J.; Goldstein, Howard et al.
In: Journal of Early Intervention, Vol. 36, No. 4, 04.12.2014, p. 246-262.

Research output: Contribution to journal › Article › peer-review

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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

Abstract

Bibliographical note

Keywords

UN SDGs

Publisher link

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