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

Research output: Contribution to journalArticlepeer-review

12 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 languageEnglish (US)
Pages (from-to)246-262
Number of pages17
JournalJournal of Early Intervention
Volume36
Issue number4
DOIs
StatePublished - Dec 4 2014

Keywords

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

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