Research to Practice to Research: Examining Who, How, What, When, and Where for Early Literacy Interventions within Tiered Frameworks

Autor/inn/en	Stuckey, Adrienne; Albritton, Kizzy; Cruz, Kenia
Titel	Research to Practice to Research: Examining Who, How, What, When, and Where for Early Literacy Interventions within Tiered Frameworks
Quelle	In: Psychology in the Schools, 59 (2022) 9, S.1873-1905 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stuckey, Adrienne) ORCID (Albritton, Kizzy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22735
Schlagwörter	Emergent Literacy; Early Intervention; Response to Intervention; Early Childhood Education; Meta Analysis; Minority Group Students; Economically Disadvantaged; Reading Achievement; Evidence Based Practice + Suchen Sie Ihr Suchwort? Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta-analysis; Metaanalyse; Leseleistung
Abstract	Tiered frameworks, such as Response to Intervention (RtI), have become a primary approach within K-12 settings for identifying children who may need additional intervention. Recent literature suggests RtI is also occurring in many early childhood programs, and early literacy is often an area of focus. While there are data indicating improved outcomes for children who received early literacy intervention, we had many unanswered questions regarding the characteristics of early literacy interventions implemented with young children within RtI frameworks. Using Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines, we conducted a systematic review of the literature to understand "who" the studies were about, "how" the researchers identified children in need of higher tiers of support, "what" content was emphasized through "which" intervention methods, and "where" and "when" the interventions occurred. Our findings indicate that intervention studies overwhelmingly occurred with young children from racially and ethnically minoritized communities and economically marginalized backgrounds. Interventions focused on early literacy skill areas related to later reading achievement and were often delivered by members of research teams. We discuss implications for practitioners striving to implement research-based interventions in their classrooms. We also discuss implications for researchers seeking to design and implement early literacy intervention studies with practical applicability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01