Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed?
Document Type
Article
Publication Date
2013
Keywords
school readiness, descriptive studies, outcomes, literacy intervention strategies, language acquisition, early education programs
Abstract
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.
Citation / Publisher Attribution
Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. (2013). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48-64. doi:10.1177/0271121412455438
Scholar Commons Citation
Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. (2013). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48-64. doi:10.1177/0271121412455438
