Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

Autor/inn/en	Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott
Titel	Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 1, S.48-64 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121412455438
Schlagwörter	Teaching Methods; Response to Intervention; Emergent Literacy; Early Experience; Preschool Children; Disadvantaged Youth; Educational Needs; Outcomes of Education; Outcomes of Treatment; Instructional Effectiveness; Achievement Gains; Educational Quality; Language Skills; Program Descriptions; School Readiness; Language Acquisition; Norm Referenced Tests; Achievement Gap; Formative Evaluation; Preschool Evaluation; Preschool Tests; Outcome Measures + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Frühbeginn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Educational need; Bildungsbedarf; Lernleistung; Schulerfolg; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Quality of education; Bildungsqualität; Language skill; Sprachkompetenz; Readiness for school; School ability; Schulreife; Sprachaneignung; Spracherwerb
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. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10