Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention

Autor/inn/en	Greenwood, Charles R.; Abbott, Mary; Beecher, Constance; Atwater, Jane; Petersen, Sarah
Titel	Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention
Quelle	In: Topics in Early Childhood Special Education, 37 (2017) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121416652103
Schlagwörter	Evidence Based Practice; Emergent Literacy; Preschool Children; Randomized Controlled Trials; Program Implementation; Intervention; Phonological Awareness; Individualized Education Programs; Comparative Analysis; Special Education + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support system for Tier 1 literacy instruction that combines evidence-based strategies for teacher implementation with instructional intervention strategies. A waitlist randomized control trial (W-RCT) design was used over two years. In Year 1, classroom clusters were randomized to two groups, one Literacy 3D and the other a waitlist BAU comparison. In Year 2, the waitlist group received Literacy 3D. First year results indicated that Literacy 3D was promising with regard to improving teachers' use of Literacy 3D practices as well as some intermediate teacher outcomes. Improvements were made and re-tested with the waitlist group in Year 2. Results produced better outcomes in teacher, child, and early literacy outcomes. Implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01