title: Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?
abstract: Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, 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 socio-demographics 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.
authors.affiliation: University of Kansas, Kansas City, KS, USA.
authors.forename: Charles R
authors.initials: CR
authors.lastname: Greenwood
authors.affiliation: University of Kansas, Kansas City, KS, USA.
authors.forename: Judith J
authors.initials: JJ
authors.lastname: Carta
authors.affiliation: University of Kansas, Kansas City, KS, USA.
authors.forename: Jane
authors.initials: J
authors.lastname: Atwater
authors.affiliation: The Ohio State University, Columbus, OH, USA.
authors.forename: Howard
authors.initials: H
authors.lastname: Goldstein
authors.affiliation: Dynamic Measurement Group, Eugene, OR, USA.
authors.forename: Ruth
authors.initials: R
authors.lastname: Kaminski
authors.affiliation: University of Minnesota, Minneapolis, MN, USA.
authors.forename: Scott
authors.initials: S
authors.lastname: McConnell