title: Implementation of responsiveness to intervention in early education settings.
abstract: 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.
authors.affiliation: The Ohio State University, Columbus, Ohio, USA. justice.57@osu.edu
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
authors.forename: Anita
authors.initials: A
authors.lastname: McGinty
authors.forename: Ying
authors.initials: Y
authors.lastname: Guo
authors.forename: Douglas
authors.initials: D
authors.lastname: Moore
mesh_terms: D002648:Child; D002663:Child Language; D002675:Child, Preschool; D003479:Curriculum; D018479:Early Intervention, Educational; D004493:Education / Q000379:methods*; D005178:Faculty; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis / Q000517:prevention & control; D007807:Language Tests; D017145:Models, Educational; D012574:Schools; D013663:Teaching / Q000379:methods