Implementation of responsiveness to intervention in early education settings.

This article provides an overview of how response to intervention (RTI) may be used effectively within early childhood settings. Discussion is organized to address such issues regarding RTI implementation as (1) how to design and implement a high-quality Tier 1 learning environment that systematically improves children's language and literacy outcomes, (2) how to design and implement a high-quality Tier 2 supplemental learning intervention that systematically improves the language and literacy outcomes of children who are unresponsive to Tier 1, and (3) how to design and implement a comprehensive and cohesive assessment system that appropriately identifies children who show inadequate response to the Tier 1 and Tier 2 learning opportunities. A model for implementing RTI using the supplemental curriculum by Justice and McGinty, READ IT AGAIN-PREK! (2008), is presented. This tool was developed to meet the needs of early childhood programs as they seek to implement RIA in a cost-effective and scalable manner.

[1]  L. Fuchs.  Assessing Intervention Responsiveness: Conceptual and Technical Issues , 2003 .

[2]  Ann R. Beck,et al.  Speech-Language Pathologists' and Teachers' Perceptions of Classroom-Based Interventions. , 1997 .

[3]  Arthur J. Reynolds,et al.  Institute for Research on Poverty Discussion Paper no. 1180-98 Can Early Intervention Prevent High School Dropout? Evidence from the Chicago Child-Parent Centers , 1998 .

[4]  An Experimental Study Evaluating a State Funded Pre-Kindergarten Program: Bringing Together Subsidized Childcare, Public School, and Head Start. , 2009 .

[5]  Evelyn S. Johnson,et al.  Responsiveness to Intervention (RTI): How to Do It. [RTI Manual]. , 2006 .

[6]  G. Whitehurst,et al.  Oral language and code-related precursors to reading: evidence from a longitudinal structural model. , 2002, Developmental psychology.

[7]  A. van Kleeck,et al.  Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussions. , 2006, American journal of speech-language pathology.

[8]  Stephen R. Burgess,et al.  Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations , 2003 .

[9]  C. Schatschneider,et al.  Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough? , 2005 .

[10]  M. Fey,et al.  Use of narrative-based language intervention with children who have specific language impairment. , 2005, American journal of speech-language pathology.

[11]  Edward R. Sipay,et al.  Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability , 1996 .

[12]  Catherine A. Rosemary,et al.  Alignment in Educator Preparation for Early and Beginning Literacy Instruction: A State-Level Case Example , 2006 .

[13]  F. Morrison,et al.  Preschool instruction and children's emergent literacy growth , 2006 .

[14]  Dennis W. Moore,et al.  Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? , 2002 .

[15]  Deborah C. Simmons,et al.  Schools as host environments: Toward a schoolwide reading improvement model , 2000, Annals of dyslexia.

[16]  Lynn S. Fuchs,et al.  Introduction to Response to Intervention: What, Why, and How Valid Is It?. , 2006 .

[17]  R. Takanishi,et al.  PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old , 2005 .

[18]  Catherine Scott-Little,et al.  Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? , 2006 .

[19]  L. Justice,et al.  Word and print awareness in 4-year-old children , 2001 .

[20]  Linda S. Larrivee,et al.  Preparing preschoolers for the academic and social challenges of school. , 1995 .

[21]  J. Torgesen.  Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read. , 2004 .

[22]  T. Conway,et al.  Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. , 1999 .

[23]  S. C. Russell,et al.  Alternative Models for Collaboration , 1993 .

[24]  Grover J. Whitehurst,et al.  A picture book reading intervention in day care and home for children from low-income families. , 1994 .

[25]  Rollanda E. O'Connor.  Increasing the Intensity of Intervention in Kindergarten and First Grade , 2000 .

[26]  J. Price,et al.  Structural development of the fictional narratives of African American preschoolers. , 2006, Language, speech, and hearing services in schools.

[27]  Andrew J. Mashburn,et al.  Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. , 2008, Early childhood research quarterly.

[28]  Lori E. Skibbe,et al.  Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory. , 2006, Language, speech, and hearing services in schools.

[29]  Steve Barnett,et al.  THE STATE OF PRESCHOOL 2006 STATE PRESCHOOL YEARBOOK , 2004 .

[30]  Rollanda E. O'Connor,et al.  Ladders to Literacy: A Preschool Activity Book [and] A Kindergarten Activity Book. , 1998 .

[31]  Deborah C. Simmons,et al.  Beginning Reading Intervention as Inoculation or Insulin , 2004, Journal of learning disabilities.

[32]  L. Justice.  Evidence-based practice, response to intervention, and the prevention of reading difficulties. , 2006, Language, speech, and hearing services in schools.

[33]  Douglas Fuchs,et al.  Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct , 2003 .

[34]  Frank R. Vellutino,et al.  Severe Reading Difficulties—Can They Be Prevented? A Comparison of Prevention and Intervention Approaches , 2005 .

[35]  C. Peterson,et al.  Encouraging narratives in preschoolers: an intervention study , 1999, Journal of Child Language.

[36]  A. V. Kleeck,et al.  A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders , 1998 .

[37]  Sharon Vaughn,et al.  Alternative approaches to the definition and identification of learning disabilities: Some questions and answers , 2004, Annals of dyslexia.

[38]  A. Biemiller,et al.  Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. , 2001 .

[39]  Carol McDonald Connor,et al.  The early years. Algorithm-guided individualized reading instruction. , 2007, Science.

[40]  Keith E. Stanovich,et al.  Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quar , 1991 .

[41]  Deborah C. Simmons,et al.  The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes , 2001 .

[42]  Barbara J. Ehren,et al.  Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success: Keys to In-Classroom Speech-Language Services. , 2000, Language, speech, and hearing services in schools.

[43]  Alexis A. Paramboukas,et al.  A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting , 2000 .

[44]  David K. Dickinson,et al.  Toward Effective Support for Language and Literacy Through Professional Development. , 2006 .

[45]  G. Whitehurst,et al.  Accelerating Language Development through Picture Book Reading. , 1988 .

[46]  Laura M. Justice,et al.  Use of storybook reading to increase print awareness in at-risk children. , 2002 .

[47]  G. A. Troia.  Responsiveness to Intervention: Roles for Speech–Language Pathologists in the Prevention and Identification of Learning Disabilities , 2005 .

[48]  Judith G Farber,et al.  Classroom-Based Assessment of a Collaborative Intervention Program With Kindergarten and First-Grade Students. , 1999, Language, speech, and hearing services in schools.