Identifying Head Start Children for Higher Tiers of Language and Literacy Instruction

Autor/inn/en	Albritton, Kizzy; Stuckey, Adrienne; Patton Terry, Nicole
Titel	Identifying Head Start Children for Higher Tiers of Language and Literacy Instruction
Quelle	In: Journal of Early Intervention, 39 (2017) 4, S.267-280 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815117714568
Schlagwörter	At Risk Students; Early Intervention; Literacy Education; Student Needs; Academic Support Services; Screening Tests; Response to Intervention; Early Childhood Education; Emergent Literacy; Intelligence Tests; Verbal Ability; Vocabulary; Receptive Language; Program Effectiveness; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Screening-Verfahren; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Rezeptive Kommunikationsfähigkeit
Abstract	The application of Response to Intervention (RtI) to early childhood settings presents many opportunities and challenges; however, it remains unclear how best to implement this framework in settings in which children at risk of academic difficulty are overrepresented, like Head Start. One of the first steps in implementing any RtI process is the effective and efficient identification of children who are in need of additional instructional support (e.g., Tier 2 or Tier 3). This process is critical as it directly affects the amount of resources needed to support children appropriately--a factor that is particularly concerning for programs that primarily serve children who are at risk of social, emotional, or academic failure difficulties. The purpose of this study was to investigate the proportion of at-risk children who may be in need of additional instructional support when screening and norm-referenced measures are administered at the beginning of the year. In addition, the proportion of at-risk children who continued to need additional support after receiving approximately 6 months of Tier 1 instruction was examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01